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Lect 04

1) The document discusses theories of child development and discipline that fall into three main categories: management theories, non-directive intervention theories, and leadership theories. 2) Management theories view children's growth as primarily shaped by external environmental conditions outside their control, while non-directive theories see children as containing an inner blueprint for self-determination. Leadership theories see both inner and outer influences as important. 3) Developing a personal philosophy of education is important to guide a teacher's approach to discipline by explaining their views on how children learn and behave and what teacher-student interactions best facilitate learning and discipline.

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88 views

Lect 04

1) The document discusses theories of child development and discipline that fall into three main categories: management theories, non-directive intervention theories, and leadership theories. 2) Management theories view children's growth as primarily shaped by external environmental conditions outside their control, while non-directive theories see children as containing an inner blueprint for self-determination. Leadership theories see both inner and outer influences as important. 3) Developing a personal philosophy of education is important to guide a teacher's approach to discipline by explaining their views on how children learn and behave and what teacher-student interactions best facilitate learning and discipline.

Uploaded by

m_siraj
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

7/5/2009

MAKING DECISIONS ABOUT DISCIPLINE

 To be successful in classroom teachers need a well


planned, individual approach to discipline.

Classroom Management These must be based on:


-The nature of children’s learning
Lecture 4
-Your philosophy of education and life

Theories of child development and discipline


fall into three categories:
Management Theories
 Teachers need to understand various psychological  Children’s growth and development: - the result of
theories of discipline and the assumptions they are external conditions over which they have little
based on. control.
 B. F. Skinner – major exponent
Question:  Teachers believe that without control, children are
 What are your own principles and values regarding unable to self-regulate. Behaviour is conditioned by
justice, equality, freedom and inclusiveness? the environment. Therefore controlling the
environment is essential.

Non-Directive Intervention Theories

 Children develop from an inner unfolding. They


contain within themselves the necessary blueprint  Children have a natural desire to learn and become
for complete rational self-determination. self-directed and self-actualized.
 Intervention – control or direct interaction is
necessary for children to reach their fullest  Teacher’s role is to provide conditions that promote
potential. self-growth and help to clarify life experiences for
the individual.

 Carl Rogers aligns with this approach.

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7/5/2009

Leadership Theories
 Based on the assumption that children develop from  Growth is believed to come from a constant
an interaction of both inner and outer influences – interplay between children and their social
behavior is the product of a multiple factors, each of experiences.
which is vital.
 Children can be understood in so far as these  The role of teachers is one of leadership: children
factors and their relationships are properly taken can achieve a state of responsible self-
into account. determination if the teacher uses the appropriate
intervention strategies

 Sometimes children fail to realize that their own  William Glasser is a leading proponent of
behavior hinders their own growth and leadership-oriented discipline. He believes that
development. teachers can provide valuable assistance to
children as they learn to assume greater
 They need to recognize the consequences of their responsibility for themselves and gain more control
behavior and to make adjustments to achieve more over their behavior.
favourable consequences.

 What is your personal philosophy of education?


Some consideration:
 First, the nature of learning - why children behave
 Each student who follows this course needs to as they do. What are the best types of teacher/
develop a personal theory or model of discipline student interactions to facilitate learning and good
which revolves around a carefully formulated and discipline?
articulated personal philosophy of education.
 Are children self-regulating or do they respond to
need-satisfying stimuli and are exclusively
conditioned by the environment?

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7/5/2009

Developing a personal Theory of discipline A philosophy serves a guide and helps


One’s personal “theory” of discipline should be eliminate problems that stems from having
developed around a consistently formulated and
to make decisions.
carefully articulated personal philosophy of
education.
 Without a consistent, well understood
All that teachers do in the classroom should be a system of beliefs and associated theories,
reflection of their personal philosophy. teachers have little guidance in dealing with
the complexity of the classroom.
Otherwise, contradictions of various kinds can be
anticipated in day-to day teaching
 Thus, the need for a single set of principles
rather than managing each new happening
as though different from any other

 Teachers need to sort these theories and  BEHAVIOURISTS – Children are “blank slates”
compare them with their personal philosophy, with no inherent will - knowledge absorbed in the
thereby increasing their effectiveness in the form it is given.
classroom.

 Without the benefit of need satisfying environmental


 An educational philosophy first of all need to stimuli they would not respond
explain how children learn and why they
behave the way they do.

 Italso need to outline appropriate information


regarding teacher-student interactions that
best promote learning and proper behavior in
the classroom

 Also, behaviourists believe that environmental


influences are so diverse responsible self-
 If this is exclusively what happens then no self- regulation is impossible.
regulation is possible.
 If left to self regulation without supervision the
 Therefore human behavior needs to be regulated results may be suffering from poverty, war and other
and appropriate behavior needs to be reinforced. calamities

 Extrinsic rewards can undermine intrinsic


motivation.

3
7/5/2009

Questions:
 COGNITIVE - In this approach children are primarily  Are children exclusively controlled through the
self-regulating. external environment?
 When confronted by enticing reinforcers, do they
 They purposefully confront the environment in an make choices about whether to respond?
effort to satisfy their potential intentions.  Are proposed negative side-effects of external
reinforcers a valid criticism? Is their influence
 They are not moulded by the environment. In the sufficiently detrimental
final analysis they make decisions about how they
behave.

CHARACTERISTICS OF THEORIES
 Choosing a discipline model also depends
 Explanation – should also trace cause and effect,
on which model is judged to be the most
show correlations, and explain how things work.
powerful. Better theories provide clearer Theory not only clarifies meaningful relationships
descriptions, more insightful explanations, between areas of knowledge, but show it can be
and more valid predictions. applied in the practical world

- Description consists of ordering and


organizing a jumble of facts and
observations and unifying them into some
scheme that makes the assembled material
comprehensible.

COMPARING FOUR APPROACHES TO DISCIPLINE


 Prediction – Theory also has the quality of The Problem:
predictability, which is perhaps the most powerful
feature. Clair and Jo continually disrupt classes by talking to
neighbors, yelling across the room, and throwing
 Eg: Prediction in the area of discipline helps objects at other students
teachers anticipate the effects of their strategies on
behaviour of their students

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7/5/2009

LOOKING AT DISTINCTIVE CHARACTERISTICS OF


FOUR OF THE DISCIPLINE MODELS:

- Behaviour modification
- Assertive Discipline
- Logical consequences
- Reality Therapy/control therapy

Look at how each of these models coincide with or


differ from your own educational philosophy

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