Monday, October 27, 2014
I have been
observing my CT to see which type of discipline she utilizes. Based on my
observations, my CT uses assertive discipline. According to the Canters,
teachers have the right to establish rules and directions on what is acceptable
and unacceptable. Teachers also have the right to follow them throughout the
school year and to ask assistance from parents and administrators. She has
established certain rules that all students must follow at all times. One of
the rules involves the use of the restroom. Students are expected to use the
restroom when she is not instructing and only one female and male can use the
restroom at a time. If one or more students breaks the rule, then she follows
up with having them move their stars down on the behavior chart. She consistently
uses this corrective action “when a student chooses not to follow a rule”
(Canters). She has a few specific set of rules up on the wall, which include
that students must have two sharpened pencils before class begins. These rules
are “observable” according to the Canters because they are not vague rules, but
specific ones. She utilizes supportive feedback by giving out tangible rewards,
which are warm fuzzies that the students collect in a plastic bottle. Students
then use these fuzzies to purchase materials they have lost such as pencil
erasers, crayon boxes, or pencil sharpeners. She rewards the students “right
after the observable behavior desired, accompanied by verbal recognition, but
given sparingly” (Canters). When students don’t complete their assigned
homework, my CT uses corrective action by not allowing them to play during
lunch on Fridays.
Photo credit to teachers.net
In
my classroom, I want to be able to utilize cooperative discipline rather than
assertive discipline. According to Albert’s discipline, the main focus of
cooperative discipline is “helping teachers meet student needs so that students
will choose to cooperate with the teacher and each other.” I would want the
student’s to behave because it’s what they desire. I would have to enforce the
three C’s to ensure that the students feel like they belong. The three C’s are
capable, connect, and contributions. Cooperative discipline allows students to
choose their behavior, which they have to see the need to do so. Albert
addresses that students misbehave to “gain attention, gain power, exact
revenge, or avoid failure” (Albert). As a teacher, I will also have to work
with my students to develop a classroom code of conduct and set of
consequences. This will enable students to accept them as fair. I need to
encourage good behavior and have students and parents get involved to
contribute into cooperative discipline. The cooperative discipline article
provides me ways to handle students that misbehave to “gain attention, gain
power, exact revenge, or avoid failure” (Albert). For children that seek
attention, I should provide recognition when they behave properly, stand by their
desk, and use I-messages. I should allow students different options to choose
from, give responsibilities, and grant power when appropriate for students that
seek power. For students that want revenge, I have to build a caring
relationship and teach students how to express their anger in appropriate and
acceptable ways. Finally, for students that avoid failure, I need to use
concrete materials, computer-based instructions, teach one step at a time, and
teach various intelligences. I also have to teach students that making mistakes
is okay.
Resources:
Canter,
L., & Canter, M. (n.d.). Assertive Discipline.
Albert,
L. (n.d.). Cooperative Discipline.
