Teaching Preschools Conflict Management Skills

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

Are you a teacher, administrator, or school counselor struggling with discipline in your school? Do rules, power struggles, and stress invade your everyday life? In the classroom, does it seem like your needs do not matter? If you answered yes to any of these questions, then Curwin, Mendler, and Mendler’s classroom management book, “Discipline with Dignity: New Challenges, New Solutions” (2008), may be the tool for you.

Bettelheim’s article “Punishment Versus Discipline” analyzes the toll that punishment has on children. Bettelheim explains to the parents that through violence they inspire their children to use their power to intimidate others by imitating the behaviors that were inflicted on them previously. He also tells the parents that using physical punishment does not deter their children from committing the action and that it can encourage them to become “devious” or untrustworthy (NP). This

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

Chapter Three, entitled Bribes and Threats, from Beyond Discipline discussed many different tools such as coercion, punishment, and rewards being used for disciplining. These specific tools are counterintuitive and result in temporary compliance or even sometimes extreme behaviors. Because of these tools being used, it leads to disastrous outcomes and makes the teachers and schools uninviting and unproductive.

Guidance is an interactive process between teacher and child with a strong emphasis on problem solving (Browne & Gordon, 2013. p.52). For instance, when we give children responsibilities, model appropriate behaviors, and allow them to work out solutions we are helping children become responsible for their own actions.

Every year, thousands of students are subjected to harsh punishment in public schools. Despite of heating them they are also suspended and arrested for small reasons. Let’s just talk about two days ago I was just going through my facebook feed and i saw that one teacher broke a 9 year old's jaw for disrupting a class. This kind of hardship is not only harmful to student but it also has a tremendous affect on their future. In “The Unintended Consequences of Taking a Hard Line on Discipline,” by Clyde Haberman talks about two different systems of punishment and their effects on students lives.

"Guidance teaching is character education in its truest, least political sense --guiding children to develop the empathy, self-esteem, and self-control needed for autonomy." (Gartrell, 2004, p. 22) As a guidance professional, I will have the ability to inform parents about the positive effects of guidance and the negative effects of punishment. If they are perceptive to this and through the use of guidance, our students will discover how to manage themselves, their interactions with their fellow students and with all within the world in a positive manner.

This artifact Philosophy of Guidance was created for my Guiding the Behavior of Children course. This assignment was a reflection paper about my views on what works best for guiding children. This was also the finally assignment for my guiding behavior course. It was in three parts the introduction, supporting evidence for argument and finally the conclusion. To support my argument I did research current theories and used several terms that learned while taking the course.

Guiding young children is an awesome responsibility that requires patience, understanding, flexibility, knowledge of child development and appropriate practices, intentional decision-making, but most of all guiding young children requires kindness and love. Guidance involves discipline, not punishment. To begin our discussion on guidance let’s first look at the difference between discipline and punishment. “Discipline is used to teach and guide. Punishment is used for the purposes of controlling and retribution.” (Godfrey, 2013) Guiding children does not mean taking punitive action when they fail to meet an expectation. Instead, guiding means to help children learn how to function suitably in a variety of social contexts. The goal is not to break a child’s spirit, causing them to fear harsh punishment or judgement. The goal is to teach them how to regulate their emotions and actions, to develop control, so they can make safe, responsible decisions.

When conducting a guidance unit, it is important to gain information to help direct and prepare for a guidance unit. To gain a good idea on your subjects and where they stand in their knowledge of the topic in any guidance unit would be to start with a pre-assessment and end with a post assessment. The importance of a pre-assessment and post assessment is to help track the progress of the specific guidance unit and how successful it was in providing the resources and knowledge to the students within the program. In preparing my guidance unit I will focus on preparing 8th grade and 9th grade students for success in high school, I will focus on what students already know and build upon their current knowledge. In doing this I will come up with a pre-assessment and post assessment that will focus on the questions “How much do you know about your next four years?”.

Guidance programs are an important part of today’s schools. They have many different jobs to do in regard to the wellbeing of each student with in the school. I believe the most important job of the guidance programs are for the counselors to focus on the special needs of the students in the middle school. There are so many aspects of a middle schooler’s life that can affect them negatively it is important advisors understand what issues are impacting particular students and act appropriately. We know that middle school students face physical, psychosocial, and cognitive developmental issues but they also have problems related to peerpressure, health, substance abuse, violence, at risk situations, and etc. If counselors are in tuned to the

It is a fact that classroom management and discipline has always been a challenge to pre-service teachers as they do not know and have not acquired the necessary skills to deal with unruly learners effectively. Often so, teachers in service use strategies that are incorrect or rather unacceptable; whether this is done intentionally or under certain desperation to gain control and respect of the learners. It is prevalent across the globe. Although the South African system has used corporal punishment for many years to maintain discipline and management in the classroom; there have always been other alternative ways which are effective and better as opposed to the harsh way of discipline. The Constitution of South Africa specifically banned the use of this harsh treatment because of the awareness that children are vulnerable and defenceless; therefore they are the ones who are at risk of being victims of crime, beatings and psychological trauma that are an ultimate result of being bullied by adults. My claim is that strategies used to maintain classrooms in public schools are not acceptable if they cause a negative effect to the development of our children. And I will argue that there are other alternatives that could be used to make sure that the classes run smooth and without causing any intimidation to either the learners or teachers in this industry, as the South African Journal of Education mentions that

Teaching a child to not behave negatively by disciplining them with a negative action is incredibly ironic, it works in the short-term but leaves the long-term consequence of aggression in the child’s mindset (Rochman). Children that have been victims to spanking may feel devalued, their self-worth gone, and turn to lying to avoid spankings (Rochman). Several studies have proven that the more often a parent strikes at a child, the more likely the chance of the child striking back (Ogilvie). Unfortunately, spanking is a never-ending cycle in the case that parents who have been disciplined in this way when they were kids find that spanking is the only way of punishing (Rochman). Unsurprisingly, out of over eighty different studies conducted on the effects of physical punishment, not one has come back with results that show any positive associations to this form of discipline (Rochman). The guidance parents need to learn should be verbal and show that the child has understanding of how to fix their mistakes.

There is really a need to look into the welfare of pupils so that they could achieve to the fullest. It is a fact that when a pupil has emotional or personal problems, he cannot make use of his potentialities. Guidance is a process of helping the individual to understand himself and his world so he can utilize his potentialities. Guidance is a process of helping the individual to understand himself and his world so he can utilize his potentialities (Shertzer and Stone, 2013). It is a process of helping individuals develop to the maximum of his capacity in the direction most beneficial to himself and his society Guidance is helping a person to see through himself in order that he may see himself through (Hamrin as cited by NSGMED, 2014).