The document discusses different approaches to classroom discipline. It describes low teacher control discipline, which the author believes in, as allowing students to control their own behavior with teacher guidance. For reticent or special needs students, a high teacher control approach may be needed where teachers select behaviors and reinforce or extinguish behaviors. Ultimately, the best approach depends on student characteristics and contexts, and teachers need to be adaptable in their discipline methods.
The document discusses different approaches to classroom discipline. It describes low teacher control discipline, which the author believes in, as allowing students to control their own behavior with teacher guidance. For reticent or special needs students, a high teacher control approach may be needed where teachers select behaviors and reinforce or extinguish behaviors. Ultimately, the best approach depends on student characteristics and contexts, and teachers need to be adaptable in their discipline methods.
The document discusses different approaches to classroom discipline. It describes low teacher control discipline, which the author believes in, as allowing students to control their own behavior with teacher guidance. For reticent or special needs students, a high teacher control approach may be needed where teachers select behaviors and reinforce or extinguish behaviors. Ultimately, the best approach depends on student characteristics and contexts, and teachers need to be adaptable in their discipline methods.
The document discusses different approaches to classroom discipline. It describes low teacher control discipline, which the author believes in, as allowing students to control their own behavior with teacher guidance. For reticent or special needs students, a high teacher control approach may be needed where teachers select behaviors and reinforce or extinguish behaviors. Ultimately, the best approach depends on student characteristics and contexts, and teachers need to be adaptable in their discipline methods.
Summarily, all the three models are important for discipline depending on the contexts and the age of the learners. But, as facilitators, the notion of adaptability is essential in the teaching milieu for discipline is a tool that needs to be considered in the teaching and learning process.
Reference
Curwin, R., Mendler, A., & Mendler, B. (2018). Chapter 1: Core beliefs and principles. In
Discipline with Dignity: How to Build Responsibility and Respect in Your Classroom, 4th ed.
(chapter 11). Retrieved from http://www.ascd.org/publications/books/118018/chapters/Core-
Beliefs-and-Principles.aspx
High teacher control. (2019). Retrieved September 17, 2020, from site. Google website:
A.T.A.P How to Achieve a Workable Classroom Environment: In a Core Curriculum Classroom (Grades Pre-K Through 8Th and Special Education) (A Book of Strategies and Research)
