A Comparison of Discipline Models - Essay

A Comparison of Discipline Models
Stephen Zehnder
Grand Canyon University: EDU 536
August 28, 2012 Discipline | Strengths | Weaknesses | Advantages | Disadvantages | Agree or Disagree? | Wong’s Pragmatic Classroom | -Students clearly understand what is expected from them.-It is the Wong’s belief that student success stems from “established, well workable procedures” and that “most students will conduct themselves acceptably if they are taught the procedures that lead to learning and responsible behavior.” (Charles, 2008, p. 136). | -Requires a significant amount of time dedicated to teaching procedures and discipline plan as opposed to curriculum.-Relies heavily on the success of the teacher effectively managing the classroom in the first two weeks.-If a teacher is unprepared would be very difficult to implement the strategies. | -Gives a very detailed description on how teachers should begin first 5 minutes, first day, and first two weeks of class.-Allows for very detail and clearly defined procedures and disciplines so that there is minimal confusion. | -There is little detail given on what to do after the first two weeks.-Developing, planning and teaching the procedures and discipline plans seem tedious and time consuming. | I personally like a lot of the principles of Wong’s pragmatic classroom. I agree on the importance of establishing clearly defined rules and procedures early so that students know what to expect and there are no surprises. However I do not believe that the procedures have to be so specific and the classroom rules can be more general so that they can be applied to many situations. | Keagan, Kyle, &Scott’s Win-Win Discipline | -Allows for students to have their input as to how the class operates.-Creates a connection between a student’s self-interest and the classroom’s interest.-Minimize disruptions in the classroom with preemptive measures. | -Requires students to gradually develop these skills.-The discipline also needs students to be motivated to self-manage and “cocreate effective discipline solutions” (p 151.) | -Students develop lifelong skills in self-management.-The discipline plan puts teacher and student on the same team with a common goal.-Has a detailed plan for teachers to take preventive actions against disruptive behavior. | -Requires teachers have a grasp on what type of disruption is taking place, and from position the student is coming from. (Charles, 2008).-Relies on the fact that, students and parents want to be on the same side as the teacher. | For the most part I disagree with the effectiveness of the Win-Win discipline in the classroom. I believe that it puts too much faith in the students to see their interest aligning with the classrooms interest. I like its suggestions for handling disruptions, but believe it may be hard to instantly classify what disruption is taking place and what position the student is coming from. | Morrish’s Real Discipline | -Does not allow for students to make bad decisions about their conduct and behavior.-Teaches students how they are expected to behave and demands this of them.-Does not require students to be motivated to self-manage or be mature enough to make the right choices on their own. | -Students have less input in how the class operates and therefore might have less buy-in to the classroom. | -The approach avoids any “overabundance of negotiating and haggling between teacher and students” (p. 227).-Educators are not required to abide by student decisions on classroom procedures and discipline. | -Discipline is forced and does not come internally from the student. | I completely agree with Morrish’s beliefs “that today’s popular discipline systems are inefficient because they expect students to make many decisions they are not yet ready to make” (p. 227). I believe this approach would be effective in the classroom because it doesn’t rely on students to be mature enough to make the right decisions. |

References
Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson Education.

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