ISL TOPIC 8

The Dreikurs' Model Of Confronting Mistaken

The Skinner Model Of Shaping Desired Behavior

The Canter Model

Goal
All students want recognition. Most misbehavior

Human behavior can be shaped along desired lines by

Marlene and Lee Canter have developed a discipline

results from their attempts to get it. When

means of the systematic application of

model based on thousands of hours observing

frustrated in their attempts to gain the recognition

reinforcement.

teachers in the classroom. What they have included

they desire, their behavior turns toward four

"mistaken goals". Teachers must recognize and deal
effectively with these.
Dreikurs' Key Ideas.
1.

Discipline is not punishment. It is teaching

students to impose limits on themselves.

2.

Democratic teachers provide firm guidance

and leadership. They allow students to have a
say in establishing rules and consequences.

3.

is directed by their desire to belong.

Misbehavior is associated with four

mistaken goals: seeking attention , gaining
power , taking revenge , and displaying
inadequacy. The goal in each case is to elicit
certain responses from teachers.

6.

basic ideas. Skinner himself never proposed a model

of school discipline. Other writers have taken his
ideas on learning and adapted them to controlling the
behavior of students in schools. The following ideas
reveal the essence of Skinner's model:
1.

Teachers should quickly identify the

7.

Teachers should encourage student's

efforts while avoiding praise of either their
work or character.

in their model is based on what the successful

teachers do. Assertive Discipline is a direct and
positive approach to make it possible
for the teacher to teach and the students to learn.
It is based on several principles:
1. Teachers should insist on responsible behavior.
2. When teachers fail, it is typically due to poor
class control. They can't teach and the kids are
denied the opportunity to learn.
3. Many teachers believe that firm control is stifling

what happens to the individual immediately

and inhumane. False. Firm control maintained

afterward.

humanely is liberating.

Systematic use of reinforcement (rewards)

4. Teachers have basic rights as educators:

can shape students' behavior in desired

o The right to maintain an optimal setting for

directions.

learning.

3.

Behavior becomes weaker if not followed by

reinforcement.

o The right to expect appropriate behavior.

o The right to expect help from administration and

4.

Behavior is also weakened by punishment.

parents when appropriate.

5.

In the early stages of learning, constant

5. Students have basic rights as learners:

reinforcement produces the best result.

6.

mistaken goals and act to avoid their

reinforcement.

Behavior is shaped by its consequences, by

2.

Misbehavior reflects the mistaken belief

that it will lead to the recognition they want.

5.

This model includes new applications of Skinner's

All students want to "belong". They want

status and recognition. Most of their behavior

4.

Skinner's Key Ideas

Once learning has reached the desired level,

o The right to have teachers who help them develop

by helping them limit self destructive and

it is best maintained through intermittent

inappropriate

reinforcement, provided only occasionally.

behavior.

7.

Behavior modification is applied in these two

main ways:
o

o The right to have appropriate support from their

teachers for their appropriate

The teacher observes the student

behavior.
o The right to choose how to behave with advance

ISL TOPIC 8
8.

Teachers should teach students that

perform an undesired act; the teacher

knowledge of the consequences

unpleasant consequences always follow

rewards the student; the student tends

that will logically and certainly follow.

inappropriate behavior.

to repeat the act.

6. These needs/rights and conditions are met by a

Dreikurs believed that teachers who teach in a

The teacher observes the student

discipline plan by which the teacher clearly states

mostly democratic fashion are those who most

perform an undesired act; the teacher

the expectations, consistently applies the

effectively establish discipline. Dreikurs'

either ignores the act or punishes the

consequences, and never violates the best interests

categorization of teachers is based on the

student, then praises a student who is

of the pupils. Assertive discipline consists of:

predominant behavior they display in the classroom.

behaving correctly; the misbehaving

o Stating and teaching expectations early.

student becomes less likely than before

o Persistence in stating expectations and wishes

to repeat the act.

such as, "I need you to ..." and "I

He identifies three types of teachers:

1. Autocratic.
Autocratic teachers force their will on students in
order to control the class. They motivate students
with outside pressures rather than stimulate
motivation from within. This attitude and approach
tends to perpetuate problem behavior. Authoritarian
figures are increasingly being rejected by students.
Students seek a democratic atmosphere in which
they are treated as equal human beings and react
with hostility to the autocratic teacher.
2. Permissive.
Permissive teachers generate problem behavior
because the atmosphere they allow is not based on
everyday reality. Students in a permissive classroom
fail to learn that successful living in general society
requires them to follow rules. They do not learn that
failure to follow rules results in adverse
consequences. They do not learn that acceptable
behavior requires self-discipline.

8.

Behavior modification successfully uses

like that." ["I messages don't interfere with the

various kinds of reinforcers. They include

pupil's positive self-esteem."You

social reinforcers such as verbal comments,

are no good, why won't you behave," does interfere.]

facial expressions, and gestures; graphic

o Use of a clear, calm, firm voice and eye contact.

reinforcers such as marks and stars; activity

o Use of non-verbal gestures that support the verbal

reinforcers such as free time and collaborating

statements.

with a friend; and tangible reinforcers such as

o Influencing student behavior without threats or

prizes and printed awards.

shouting.

The Skinner model can be a powerful model for

o Practicing the broken record technique [calmly

classroom teachers, one that can be easily modified

repeating the message every time

and implemented with students of all ages and

pupil tries to argue] rather than escalating into an

backgrounds.

argument.

Types of Reinforcers
Types of reinforcers commonly used in schools fall

FIVE STEPS TO ASSERTIVE DISCIPLINE

1. Recognize and remove roadblocks to assertive
discipline. Most of the roadblocks have

into four categories:

to do with negative expectations about students:

1. Social.

personality, genes, and/or environment and,

Social reinforcers consist of words, gestures, and

facial expressions. Many students work diligently
just to get a smile, pat, or a kind word from the
teacher. Some examples are:

they have poor health, home,

therefore, they are expected to misbehave.
Problems or no problems, no child should be
permitted to behave in a manner that is self
destructive

ISL TOPIC 8
Students are confused because they believe that

Verbal * OK. Wow! Excellent. Nice going.

or violates the rights of peers or of the teacher.

they are free from restraint and can do whatever

Exactly. Right. Thank you. I like that. Would

Recognize that the teacher can influence in a

they want. However they discover that things do not

you share that.

positive way the behavior of all students in the class

go smoothly for them. Discipline and control must be

Nonverbal * Smiles, winks, eye contact,

no matter what the problems. To do this, remember

present in classrooms if learning is to occur.

nods, thumbs up, touches, pats. walk beside,

that:

Students want guidance and leadership. They are

stand near, shake hands.

o All students need limits, and teachers have the

willing to accept guidance if it is not forced on them

and if they believe they are being heard. This does
not mean that they want control of the classroom.
3. Democratic.
Democratic teachers are neither permissive nor
autocratic. They provide firm guidance and
leadership by establishing rules and consequences.
Freedom grows from discipline. To the extent that
students understand that consequences follow
behavior, they are then free to choose behavior that
will attain their legitimate needs. Discipline involves
teaching students how to establish an inner control
that permits them to choose behavior compatible
with their best interests. Teaching students how to
attain self discipline eliminates the need for
constant corrective action by the teacher.
It is Dreikurs's assertion that the following 8

Graphic reinforcers include marks of various kinds

such as numerals, checks, happy faces, and special
symbols. Teachers make these marks with felt pens
and rubber stamps. They may enter them on charts
or use a paper punch to make holes in cards kept by
the students. They may attach stars or stickers
that are commercially available in large quantities
and varieties.

standards, and stick to them.

o Teachers have the right to ask for and receive
back-up help from parents,
principals, and other school personnel.
o We can't always treat all students exactly alike.
Some students may have to be given special incentive
programs or behavior modification programs before
they can live up to the standards expected.
2. Practice the use of assertive response styles.

Activity reinforcers include those activities that

response styles: nonassertive, hostile, and assertive.

students prefer in school. Any activity can be used

o Nonassertive teachers typically feel it is wrong to

as a reinforcer if students prefer it to another.

place demands on students, fail

Examples of activities that usually reinforce

to establish clear standards of behavior, and if they

academic learning are:

do, they fail to back up their

The Canters differentiate among three

For younger students:

Being a monitor, sitting near the

teacher, choosing the song, caring for

1. The establishment of order.

the pet, sharing a pet or toy.

For middle students:

3. The use of firmness and kindness:

Playing a game, free reading,

decorating the classroom, having extra

Firmness from teachers shows that they respect

themselves.

admired who have high expectations, set high

3. Activity.

conditions foster a democratic classroom:

2. The setting of limits.

right to set them. Teachers are

2. Graphic.

recess time, going to an assembly.

For older students:

words with appropriate actions. They are passive.

o Hostile teachers typically use an aversive approach
characterized by shouting, threats and sarcasm.
Both hostile and nonassertive teachers are in
violation of the student rights cited above. Both
styles should be eliminated.
o Assertive teachers make their expectations
clearly known to students, parents, and
administrators. They calmly insist that students

ISL TOPIC 8
Kindness shows their respect for others.
4. Invoving student when establishing and
maintaining rules.
5. Leadership from the teacher.

Working with a friend, being

excused from a test, working on a special

words with reasonable actions. When students

project, being excused from homework.

choose to comply with teacher guidance, they

4. Tangible.

6. Inviting cooperation and eliminating destructive

Tangible reinforcers are real objects that students

competition.

can earn as rewards for desired behavior and are

7. Promoting a sense of belonging within a group.

more powerful for some students than other types

8. Encouraging an atmosphere of freedom to explore,

of reinforcers. They are widely used with students

discover, and choose acceptable behavior through

who have special behavior problems. Many primary

understanding the responsibilities and consequences

teachers use tangible reinforcers regularly.

associated with it.

Examples of inexpensive reinforcers are: popcorn,

Dreikers' do's and don'ts.

Effective discipline requires the teacher to provide

comply with those expectations. They back up their

raisins, chalk, crayons, felt pens, pencils, badges,

etc.

receive positive benefits. When they choose to

behave in unacceptable ways, the teacher follows
through with consequences that reasonably
accompany the misbehavior.
Example: Nonassertive: "Please try to stop fighting."
Hostile: "You are acting

like disgusting savages again!" Assertive: "We do not

fight. Sit down until youcool off." [and then we will
discuss the consequence (if appropriate).]
o The assertive teacher calmly, firmly, and clearly
communicates the teacher's

Comments on Skinner's Model

disapproval of the behavior, followed by a statement

Teachers who once begin using behavior modification

3. Learning to set limits. No matter what the

in a systematic way tend to stick with it,

activity, in order to be assertive, you need to be

appreciating its powerful effects. They come to see

aware of what behaviors you want and need from the

it not as manipulating students, but as freeing them

students. Think in terms of what you want students

to behave in ways that bring success and positive

to do, e.g., take turns, not shouting out, starting to

To achieve successful discipline Dreikurs suggests:

recognition.

work on time, listening to another who is speaking.

Teachers should:

Systematic attention and reinforcing become natural

continuing guidance in helping students develop inner

control. Discipline should not consist soley of limits
imposed at times of stress and conflict from the
outside . It should be built up and continually
renewed and refreshed by consistent guidance that
promotes a feeling of cooperation and team effort.

1.

Give clear-cut directions for the actions

expected of students. Wait until you have the
attention of all class members before giving
directions.

2.

Establish a relationship with each individual

based on trust and mutual respect.

3.

Use logical consequences instead of

traditional punishment. The consequence must

parts of the teaching act, occurring automatically.

After a while, teachers do not even have to think of
them. That natural spontaneity makes reinforcement
even more effective. Students feel that the teacher
is simply kind, considerate, and friendly, not
designing or manipulative.
But do teachers see behavior modification for what
it really is? And if they do, are its inherent dangers

of what the student is to do.

Instruct the students about what behavior is

desired at the beginning of an activity. Specify what
is desired. "Be nice" and "work hard" are not
specific.
The expectations should be so clear that any
student can instruct a
newcomer as to how they are to behave at any time.
o Be sure to praise good behavior more frequently
than you apply negative
consequences to bad behavior.

ISL TOPIC 8

4.

bear a direct relationship to the behavior and

evident to them? Considerable controversy over

o Teacher responses need to be appropriate--for

must be understood by the students.

these questions began decades ago and continues to

most students, verbal

the present time.

acknowledgement is enough, for some situations

See each behavior in its proper perspective.

In this way, you will avoid making serious issues
out of trivial incidents.

5.

Let students assume greater responsibility

for their own behavior and learning.

6.

Treat students as your social equals.

7.

Combine kindness and firmness. The student

must always sense and respect that while you
are a friend, you will not accept certain kinds
of behavior.

8.

At all times distinguish between the deed

and the doer. This allows you to retain respect
for the student while not accepting their
behaviour.

9.

Set limits from the beginning but work

toward mutual understanding, a sense of
mutual responsibility and mutual consideration
for others.

10.

amounts to blatant teacher control of students'

thoughts and actions. Related to that question is the
concern over free will, which most people believe to
be the essential quality that sets mankind apart
from other organisms. Skinner rejected the concept
of free will, which he considered to be a formidable
road block to understanding human behavior
In recent years, research has cast doubt on whether
rewards, the keystone of behavior modification,
actually serve to strengthen desired learning and
behavior Some contend that rewards serve to
reduce intrinsic motivation, supplanting it with a
control-system of compliance and external

privileges may be necessary to motivate the

continuance of desired behavior.
Secondary students usually don't like to be singled
out for praise--for them, the
teacher will need to find more appropriate ways such
as knowing looks,
comments on papers, private conferences, etc.
o Teachers should not ignore inappropriate behavior.
They should stop it with a firm reminder of what is
expected. They should decide in advance how they
will handle a given situation.
Eye contact is essential if the message is to have
full impact--but don't
insist that the student continue to meet your eyes
since that is contrary to
custom in some cultures. Use of the student's name

In truth, not all teachers like behavior modification,

directed across the room. The broken record play is

but those who do, say it makes teaching easier and

effective [when the student makes excuses,

bring them swiftly to closure and work to

more enjoyable. With regard to discipline, they find

argues, etc., calmly restate the original direction as

repair damaged relationships. Let students

behavior modification especially effective in

many times as necessary--used only when students

know that mistakes are corrected, forgiven

preventive and supportive control, though they admit

refuse to listen, persist in responding

and then forgotten.

it is slow and cumbersome (and often ineffective)

inappropriately, or refuse to take responsibility for

when it comes to correcting misbehavior.

their own behavior. Preface your repetitions with,

Deal with incidents quickly and effectively,

Teachers should not:

1.

whether, and to what extent, behavior modification

tangible rewards or special

modification (Hill, 1990).

Mean what you say, keep your demands

simple and ensure that they are carried out.

11.

One of the most perplexing questions has to do with

Nag and scold as this is likely to strengthen

a student's regrettable concept on how to get
attention.

Application of the Model

(Jack will not work)

is effective--especially if the message is being

"That's not the point...," or "I understand,

but ...." Use broken record a maximum of three
times. After the third time,
follow through with an appropriate consequence if

ISL TOPIC 8
2.

3.

Work to obtain a promise from a student.

Jack, in Mr. Jones' class, is quite docile. He never

necessary].

Most students will promise to change in order

disrupts class and does little socializing with other

4. Learning to follow through on limits. Limits are

to free themselves from an uncomfortable

students. But despite Mr. Jones' best efforts, he

the positive demands you have made on students.

situation. Requiring a student to give you a

can hardly get Jack to participate in class activities.

Take the appropriate action when students either

promise is a sheer waste of time.

He rarely completes an assignment. He doesn't seem

refuse to meet the demands or act in compliance

to care. He is simply there, like a bump on a log,

with the demands. Either response requires follow-

putting forth virtually no effort. How would Skinner

through. In the first

deal with Jack? Skinner would suggest that Mr.

case, the natural, undesirable consequences would be

Jones try the following approaches with Jack.

invoked. In the second, the natural desirable

Find fault with students. It may hurt their

self-esteem and discourage them.

4.

Adopt double standards - we are all familiar

with these.

5.

Use threats as a method to discipline

students. Although some students may become

1.

is appropriate). Reward him whenever he

intimidated and conform for the moment,

threats have no lasting value. They do not lead
to a change in a student's basic attitude.

Catch Jack being good (doing anything that

participates or works.

2.

Reiterate the class rules regarding work.

Praise Jack whenever he follows the rule.

3.

Consider stronger reinforcers. If praise is

ineffective, use points, tokens, or other
tangible objects to reinforce and shape Jack's
improvement.

4.

Set up a contract with Jack. Identify a

reward that is exceptionally attractive to him.
Outline what he must do in order to earn the
reward. Share the contract with Jack's
parents to enlist their support. Reinforce
every improvement Jack makes.

consequences should be invoked. Make promises, not

threats. Establish the
criteria for consequences in advance. Select
appropriate consequences in advance.
Practice verbal responses.
5. Implementing a system of positive assertions.
Much of what has gone before is negative. Rules and
limits. This is only one side of the discipline picture.
The other side is the positive one. When systematic
attention is given to pupils who behave appropriately,
o Your influence with students increases.
o The amount of problem behavior decreases.
o The classroom environment becomes more positive.
What are some of the positive consequences that so
motivate students?
1. Personal attention from the teacher--greetings,
short talks, compliments,
acknowledgements, smiles, and friendly eye contact.
2. Positive notes/phone calls to parents.
3. Special awards--from comments on papers to
certificates.
4. Special privileges--five extra minutes of a desired
activity for the whole class, choosing a

ISL TOPIC 8
friend with whom to work.
5. Material rewards--posters, school pencils,
popcorn.
6. Home rewards--in collaboration with parents,
privileges can be extended at home.
Completing homework can earn extra TV time.
Reading a book can earn a favorite meal.
7. Group rewards--Preferred Activity Time.