Models of Discipline.

 Models of Discipline

Feb 2, 2020

More and more research suggests that spanking, removal of privileges, timeouts and shaming is not the preferred method of teaching children discipline. Our grade 1 teacher preferred method of punishment use to be that of shaming and timeouts. These seemed to have had no effect on some student and she asked for some guidance.

This above idea is also supported by Marshall, M. (2017) who states that traditional student disciplining approaches are no longer successful, whereby some use punishment as a strategy for motivation.

I believe that humiliating and or shaming a child (or an adult for that matter) increase symptoms of anxiety. By enforcing timeouts, creates physical and emotional disconnection, which only leads to future angst.

This led us to incorporate a teacher/student agreement form. With this idea in mind, we aim to encourage teachers to build solid relationships with their students and have strong attachments to them. This agreement form is completed by the teacher and the student, whereby the undesired behaviour is discussed. Further, they have to agree on the consequences of their behaviour, and or rewards of their desired behaviour.

We feel that this way we encourage students to take responsibility for themselves and the consequences of their actions.

According to Kratochwill,T.R., DeRoos, R., & Blair, S. (n.d.),  maintaining appropriate classroom behaviour is to the advantage of the student, the classroom, the teacher and school. Further, teachers with healthy/positive classroom discipline methods reduce classroom disturbances and have higher student success.

References:

Kratochwill,T.R., DeRoos, R., & Blair, S. (n.d.). Classroom management: Teachers modules. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx

Marshall, M. (2017). How to discipline without stress, punishment, or rewards. Retrieved from https://www.thoughtco.com/discipline-without-stress-punishment-or-rewards-3110686