Post on 03-Apr-2018
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Theories of Classroom
Management andDiscipline
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Ronald Morrish: Real Discipline
According to Morrish (2011) student choice indiscipline fails because:
First, it does not demand proper behavior from students, but instead
allows them, if they don't mind the consequences, to choose to behavediscourteously and irresponsibly. Systems based on fear of consequences, heexplains, cannot be effective unless students truly find the consequencesunacceptable - and many do not. Second, the approach doesn't adequatelyteach students how they are expected to behave in school. And third, itleaves teachers to bargain and negotiate endlessly, and often fruitlessly, to
get students to cooperate. (p. 84)
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Morrish's Solution - Real Discipline
Phase 1: Training for Compliance
During this phase teachers train their students to accept adult authorityand comply with it automatically.
Compliant behavior is taught through direct instruction. Tell studentswhat you expect and then show them how to do it. Teach compliance to the classroom rules. Set limits on behavior and do not waver.
Establish authority in the classroom. If students question tell them, "It ismy job."
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Morrish's Solution - Real Discipline
Phase 2: Teaching Students How to Behave
Teach students the skills, attitudes, and knowledge needed forcooperation, proper behavior, and responsibility.
This should be done through direct instruction and supervised practice. Do not wait for students to have the skills from experience. Teach them
directly.
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Morrish's Solution - Real Discipline
Phase 3: Managing Student Choice To move students toward greater independence offer them more choices
as they show they are capable of handling them. Do not involve students in choices that they do not care about the
outcome.
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Harry and Rosemary Wong -Responsibilities and Procedures
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Wongs' Responsibilities andProcedures
Overview Help students understand your responsibilities and their responsibilities. The single most important factor in the classroom is how the classroom is
managed.
Create a smoothly functioning learning environment. Spend the first two weeks teaching classroom procedures. Establish a structure of procedures and routines for the class from day
one. Have a maximum of five rules and state them in a positive manner. Give students an assignment at the door.
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Wongs' Responsibilities andProcedures
Three Step Method to Teach Procedures
1. Explain - the teacher states, explains, anddemonstrates the procedure.
2. Rehearse - Students practice undersupervision.
3. Reinforce - the teacher provides
reteaching, rehearsal, and reinforcementuntil procedures become habituated.
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Conclusion
Both Morrish and the Wongs emphasize the need to teachthe expected behavior. Often first year teachers expecttheir students to already know how to behave and want toget right into the content of the class. Sometimes thereis fear that administrators will be unsupportive ofteachers taking the time to teach expected behavior.Communication with administers should address theseconcerns. If you want your students to behave a certain
way, you must take the time to teach them how.
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References
Charles, C.M. (2011). Building classroom
discipline. Boston, MA: Pearson Education,
Inc.