A Comparison of Discipline Models

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Running head: A Comparison of Discipline Models

A Comparison of Discipline Models
Rachael Curry
Grand Canyon University
EDU 450
Erika Hopson
January 13, 2011

A Comparison of Discipline Models

| |Strengths |Weaknesses |Advantages |Disadvantages | |Wong’s Pragmatic |This model consists of a |This theory thinks of a |This theory explains |One of the greatest | |Classroom: this theory is|clear set of procedural |cause-effect relationship|everything the teacher |disadvantages of this | |based on the belief that |suggestions and specifies|between its principles |has control over. |theory is it does not | |the students’ |the actions needed (such |and student actions which|This theory promotes |take differences, | |achievements are mainly |as what to say, goals to |is not entire true. |discipline and action, |individual student needs,| |affected by the classroom|have in mind, certain |This theory focuses more |predictability, and |and unexpected events | |procedures used. |expectations, etc.). |on the success and |regularity. |into explanation. | | |Wong’s theory is easy to |behavior of the teacher | |Teachers who try to | | |follow because it divides|than on the needs of the | |implement this theory may| | |the procedures into time |students (an example what| |struggle with the | | |frames for the teachers |to do and when to do it).| |adaption to student needs| | |(such as morning entry, | | |and behavior. | | |end of day, group work, | | |Teachers may overlook the| | |yearly procedures, etc,).| | |opportunities to assist | | | | | |the students in | | | | | |developing their own | | | | | |personal potential and | | | | | |success. | |Kaplan, Kyle, & Scott’s |This theory has clear |This theory emphasizes |With this theory, |When using this model, | |Win-Win Discipline: this |expectations that are |the importance of using |students can reach |some teachers may be too | |model looks to meet the |shared with the students.|the classroom to help the|self-fulfillment and |optimistic which can | |greater needs of the |This theory consists of a|students overcome |increase their potential |result in discouragement | |students and respond to |positive and constructive|negative attitudes and |as the teacher helps them|and an increase in | |the causes of misbehavior|basis. |form positive skills to |transform their negative |demands on the students. | |along with eliminating |This theory promotes the |the extent that the |attitudes and behaviors |Students may overly | |the interruptions. |potential of the students|traditional objective of |into positives. |depend on the teachers | | |even through disciplinary|teaching, transmission of|This discipline theory |and allow their behavior | | |actions. |knowledge, may be |educates the...
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