Embedded Files
Positive Discipline Models – Fred Jones
Key Characteristics: how to implement this overarching strategy
1. Use ‘Say, See, Do Teaching’
2. Work the crowd
3. Use body language effectively
4. Provide help efficiently
5. Use visual instructional plans
6. Use preferred activity time to motivate
Conserve time – don’t waste it!
1. Establish rules, routines, and responsibility training
2. Put students on task when the bell rings
a. Begin every class with bell work
b. E.g. answering review questions
- Facilitate Active Teaching and Close Proximity to Students
- Assign students specific responsibilities
- Teacher input, student output, teacher input, student output
- Short spurts of activity
- Suggest incentives to be used in the form of PAT (preferred activity time)
o E.g. if they enjoy reading: reading time
o Students shouldn’t switch off during that time – it’s still time for learning
- Genuine incentives: ensure that the incentive is genuine in the eyes of students
- Keep students actively engaged in learning
- Break tasks into manageable intervals
- Organize the classroom seating
- The class may be non-cooperative because they’re a restless bunch, so it’s still a good idea to assign responsibilities
- Address the whole class rather than limiting attention to specific groups of students
Non-coercive Discipline (Glasser)
- Can’t claim in a hard and fast manner that Glasser’s approach is more suited to Express or high-end NA whereas Seganti is for NT
- It seems like a cop-out answer but it really depends on the class and the teacher’s rapport with students
- There are also hard cases (less suited for Glasser’s approach) even in RI
- Relies on a baseline level of discipline
- Glasser’s model doesn’t mean that you’re a wimp; there are gradations involved
- Where do we draw the line: how do we be friendly without being the students’ friend?
o When we have developed a certain level of rapport with students, we can reprimand the students and yet they will still like you
o Glasser’s sense of ‘befriend’ might be different from our own (e.g. ‘friend-friend’ vs. steward)
Advice (Whole-School Learning Approach) for a Teacher
• Be familiar with your school's referral system. Different schools may adopt different systems but they usually share the common feature of having different levels of interventions.
• Take ownership when handling all student misbehaviours encountered in class. When help is needed, refer to the school's discipline referral system to find out whom you may approach, depending on the nature and severity of the problem. Do remember to take follow-up action.
• Note that you may need to work with different personnel for different aspects e.g.
- For social emotional problems, you may need to work with the AED (Counselling), TCs, or PTSC.
- For special learning needs (e.g. Autism Spectrum Disorder), you may need to work with the AED (Learning and Behaviour Support)
- For serious offences, you may need to work with the school's Discipline Committee
- Sometimes, you may need to work with multiple parties.
Page updated
Google Sites
Report abuse