CLASSROOM DISCIPLINE. Research >Papers, Essays, and Term Papers 1-800-351-0222 or 310-313-1265 Or Order On-Line! CLASSROOM DISCIPLINE. Term Paper ID:25032 Buy This Paper Essay Subject: Compares approaches of Reality Therapy & Cooperative Models. Definitions, principles, techniques, role of teacher.... 10 Pages / 2250 Words 12 sources, 17 Citations, APA Format rating 40.00 More Papers on This Topic Paper Abstract: Compares approaches of Reality Therapy & Cooperative Models. Definitions, principles, techniques, role of teacher. Paper Introduction: CLASSROOM DISCIPLINE: REALITY THERAPY VERSUS COOPERATIVE DISCIPLINE MODELS Introduction According to Baron (1992): Classroom management and effective discipline are skills that all beginning teachers must learn.
Classroom management refers to those procedures or routines a teacher uses to maintain a smoothly running classroom; discipline refers to those techniques or strategies a teacher uses to respond to specific acts of student misbehavior. (p.1) The purpose of this essay is to compare and contrast the application of Reality Therapy as a form of classroom and school discipline with the Cooperative Discipline model. The first Thus, children (as well asadults) will behave well if they are assisted in recognizing that goodbehavior is the most need-satisfying thing they can do. Cooperative Discipline According to Albert (1989), cooperative discipline's basic philosophyis that children have a strong psychological and emotional need to belong. This need influences how they respond to their environment and how theymake behavioral choices.
C. For example, both call for teachers to engage in a certainamount of evaluation, influencing of students and in the practice of somebehavioral (reinforcement) techniques.
These are:identifying the behavior, dealing with misbehavior immediately, andproviding some encouragement. Basedon the principles of reality therapy, the program, designed for grads K-5),teaches students to assume responsibility for their own actions; withdiscipline being instructional, as opposed to punitive.
These same principles are applied to classroom discipline in thereality therapy approach. Thereality therapy approach can be said to be somewhat more cognitive innature than the cooperative discipline approach in that it focuses onindividuals being able to "figure out" or reason between their choices andthe perceived quality of their "world" or life circumstances whereas thecooperative discipline approach is more focused on the child'spsychoemotional sense of self-esteem.
Regarding their strengths, Emmer reports that both approacheshave been supported by research as able to elicit teacher support andenthusiasm; moreover, they are both able to use training to change teachersperceptions of discipline in a positive manner. School discipline programs that work. (1993). Educational Forum, 45(1), 57-67. Another reality based program is described by Butzin (19984).
Department of Education, Washington, DC.(ERIC Document Reproduction Service No. (1996). Butzin, S. M.
(p.1) The purpose of this essay is to compare and contrast the applicationof Reality Therapy as a form of classroom and school discipline with theCooperative Discipline model.
These behaviors included: involvement with thestudent as a caring friend; focusing their concern on students' presentbehavior, not their past behavior; encouraging student acknowledgement ofthe appropriateness of chosen behaviors; development of a plan for betterbehavior which may include referral to the Time Out room for help;fostering student commitment to the plan; allowing no excuses if thecommitment is broken; and not using punishment, but rather fair andconsistent consequences to choosing unacceptable behavior. (Paperpresented at the National School Boards Association Convention (SanFrancisco, CA, April 23-26) ERIC Document Reproduction Service No.
CLASSROOM DISCIPLINE: REALITY THERAPY VERSUS COOPERATIVE DISCIPLINE MODELS Introduction According to Baron (1992): Classroom management and effective discipline are skills that all beginning teachers must learn. Strengths and Limitations Emmer (1986) has discussed the strengths and limitations associatedwith both cooperative discipline and reality therapy approaches, notingthat, to a certain extent, they have similar strengths and similarweaknesses. (198 ). Reality therapy focuses on the present and not the past and is saidto be based on "control theory" a term changed to "choice theory" inGlasser's later writings.
It wasnoted that teachers can help students to build more moral and ethicalframeworks for their behavior by utilizing cognitive and behavioralstrategies that are either at the threshold or just beyond the threshold ofstudents' moral reasoning stage.
MN: AmericanGuidance Services. This assumption is thatall human beings are born with five basic needs built into their geneticstructure: survival, love, power, fun, and freedom; an assertion central tothis assumption is that all of our lives we must attempt to live in a waythat will best satisfy one or more of those needs (Glasser, 1989).
Individuals try to control their own behavior so that they can choose to dothe most need-satisfying thing at the time. For example, George (198 )developed a disciplinary approach based on reality therapy in whichstudents' improved their behavior by examining moral dilemmas. This is the conclusion that thetwo models appear to offer some sound methods and techniques for classroomdiscipline and determining whether one model should be favored over theother must await future research. Moreover, anotherstrength of reality therapy is its focus on present behavior and its callto ignore the past.
Psychology in the Schools, 17(1), 385-389.----------------------- 1 On the other hand, with some exceptions, most children in school---even ones who misbehave--tend to be normal, healthy children. (1994).
NM: American GuidanceService. (198 ).
The core components of the program involved teachers engaging inseveral overt behaviors. There is no definitiveresearch that has established whether the limitations and/or strengths ofone model should be used to place it above or beneath the other model. Albert, L. There is very little individuality associated with the stepsthat must be taken.
Echoing the foregoing, Munck (1996) reports that, in general, thecooperative discipline approach is an approach that emphasizes sharedresponsibility for classroom discipline between students and teachers, turning classrooms into "communities of ownership" which means thatteachers and students collaboratively arrive at the rules for classroommanagement. Discipline. A teacher's guide to cooperative discipline: Howto manage your classroom and promote self-esteem. (1996).
Specifically, Bassin (1978) reports that realitytherapy asserts that schools and teachers need to abandon punitivemanipulations and initiate positive, supportive interactions with studentsin order to produce a real decrease in student misbehavior. (Paper presented at the Annual Meeting of the American Associationof Colleges for Teacher Education (36th, San Antonio, TX, February 1-4)ERIC Document Reproduction Service No. (1995).
When teachers take steps to satisfy this desire tobelong, disruptive and unruly classroom behavior is minimized. NY: HarperCollins. Is it a dirty word? Onthe other hand, cooperative discipline approaches offer teacher techniquesthat are said to be applicable to most students presenting behavioralproblems. However, tosome extent, the actual overt teacher practices of reality therapy are moreindividualistic which is to say that the methods used by a teacher, in anysituation, are focused on the particular needs of a particular student.
It seems reasonable to assert that a strength of reality therapy overcooperative discipline is its flexibility in terms of allowing the teachera more individualistic approach to student misbehavior.
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