DISCIPLINE MODEL
PERSONAL ASSESSMENT
Pragmatic Classroom (Rosemary & Harry Wong)
Students are taught to follow routines through the procedures the school sets.
A classroom with this discipline model has a teacher who is able to manage well.
Routines are set in the first encounter with students. They are well-informed from the very start.
The model gives too much emphasis on the teacher as the main factor of learning.
It somehow undermines that learning and motivation to learn essentially comes from within the students.
Individual needs of the students may be overlooked in pursuit of too much rigidity on rules.
The teacher needs to be highly capable. Therefore, there is a healthy pressure for the teacher to be competent. This can be very empowering to the teachers.
When students work together and feel the responsibility put on them, they learn more and with better quality.
If the teacher is not highly competent in this regard, the discipline model would fail.
It is possible for the students to miss the real reason behind discipline and rules. They might end up complying out of fear.
I agree with the need to have rules and procedures set in the classroom. These limitations are important for a good learning environment of children.
However, I disagree that the teacher is at the center of learning. A teacher with this philosophy of teaching would end up being a complete disciplinarian that can go beyond reasonable limits.
Win-Win Discipline (Spencer Kagan, Patricia Kyle, & Sally Scott)
This model appeals to the student’s mental process. It is highly cognitive because it requires the use of language.
In a win-win situation, conflicting parties come out happy and as winner.
With the use of language and negotiations with the student, it is possible that the teacher is outsmarted. Some students are very smart and sly.
Everyone comes out happy.
The interrupted class can be restored to its learning environment.
A class can go out of hand if the teacher is unable to appeal to the students.
Classes would be interrupted to give way for the teacher to process each and every situation in the class.
I agree with this model of discipline but the teacher must be highly competent and trained to use it. Otherwise, the teacher might not be able to manage the situation at hand.
Real Discipline (Ronald Morrish)
This model is based on respect for authority.
Its main concern is for children to grown as mature and responsible adults.
It helps students to be responsible for their own choices.
This model is reliant on teacher’s authority to dictate the classroom standards and expectations.
The authority must therefore be credible and reasonable.
Because this model appeals to the children’s reason, instead of emotion, the discipline becomes more stable and gives longer-lasting effect.
The problem would arise if there is a conflict between what the teacher or the school authority set as expectations and what their social circles or their families set.
I agree with Morrish model because of its very positive and empowering principles. I believe that the teachers must study and be more concerned with what they must do so students do not misbehave, instead of being concerned as to what they should do when students misbehave.
