The Disciplinary Model On A Positive Value System

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

During early childhood development a key factor that influences our aspects of behavior is the type of parenting styles our parents used. The purpose of this study was to examine the effect of parenting styles and college students academic achievement. Also to find out if parenting style would a valid predictor of children’s success. Thus, three types of parenting styles were measured those being authoritative, authoritarian, and permissive. These parenting styles were identified by using four dimension of parenting as identified by the college students, disciplinary strategies, warmth and nurturance, communication styles, and expectation of maturity and control. Academic success was measure using grade point average (GPA) of the college students. Analysis revealed that only authoritative parenting style had a correlation with students and high GPA. (Huey, Sayler, and Rinn, 2013)

I believe that each child is unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invite a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment namely, the teacher acting guide, allowing the child’s natural curiosity to direct his/her learning, promoting respect for all the things and all the people.

Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).

We the students of Anaheim High School, find it inevitable to join together in order to create a better school environment, which would dissolve the ineffective ways of discipline and create a more comfortable learning environment for the students. The ineffective ways of correcting bad behavior being employed by the Anaheim Union High School District, and the administrative, teacher and staff bodies of this school. With all due respect, we would like to bring into light the issues with our discipline system and put forth our opinions on the matter.

In Kohn’s book, Beyond Discipline: From Compliance to Community, the first chapter focuses on the different classroom management theories regarding students in the classroom. The chapter discusses how many of these theories are incorrect, and how educators need to look at them under a fine tooth come before implementing them in their own classrooms. Kohn finishes the chapter by discussing what teachers should think about regarding their students when implementing classroom management procedures.

The next mediating mechanism of childhood poverty affecting intellectual development is the mother’s involvement with her child. How a child is raised and parented is crucial to the human development at a young age, and is one of the main intervening factors between poor families and the ultimate outcome of the child. More completed models of childhood development in poverty include “mediators such as the amount and quality of time spent by parents with their children,” along with the other aspects of home-learning environments (Duncan, Brooks-Gunn, and Klebanov 309). Parents who live in poverty daily and for longer amounts of time often face lack of food, poor housing, unsafe neighborhoods, unemployment, discrimination, and poor health (Guo and Harris 433). When facing these hardships, impoverished parents suffer from more psychological issues than non-poor parents, which can lead to harsh discipline and low levels of support for the child. When a parent is not supportive or does not challenge a child to preform at a higher

Authoritative teachers will often “try to catch their students being good” and will reinforce the good behavior, rather than focusing on the bad. (Iannelli, 2004). It is critical that teachers praise their students for their efforts. A teacher can teach the entire classroom by recognizing one child’s positive action. Children desire praise and they will learn appropriate behavior when their fellow students receive praise. When teachers focus on bad behavior and make an example of a particular student to the entire classroom, it only makes the child that is being reprimanded feel alienated, ashamed, embarrassed, or possibly revengeful.

Even when children have a stable home there are other family life factors that can affect their progress at school. Child neglect, drugs, alcohol, gangs, violence, and hunger can all have a significant impact on how children learn both at school and at home. A child’s first educational experience should be at home, however with increasing use of drugs and alcohol, and sometimes unintentional neglect from not being able to afford quality daycare means that some children entering the classroom are woefully unprepared.

The cause of behavioral and/or emotional problems among our youth could come from being raised in a single parent home. Many children resort to negative acts of behavior because of limited parental supervision within the single parent household. Children are two to three times more likely to have emotional and behavioral problems in single parent homes (Maginnis, 1997).

It is apparent throughout research parents have a high impact on the outcomes of adolescent emotional regulations and the behavior during adolescents (Feldman, 2011; Jabeen, Haque, & Riaz, 2013; Millings et al., 2012). Jabeen et al. (2013) states "parents play a crucial role in the social and emotional development of children" (pg.85). This part parent's play can be effected as stated above and the fluidity of parenting styles and their effects on adolescents should be observed. Through research looking at performance in school by Areepattamannil (2010), finds that supportive parenting yields higher achievement in school and is nearly as close in relationship to socioeconomic status.

Student behavior and discipline in the classroom have been impacted by legislation and litigation as was discussed in an article written by Mitchell Yell and Michael Rozalski, The Impact of Legislation and Litigation on Disciple and Student Behavior in the Classroom. The authors believe that all students should receive their education in safe, orderly, and well-disciplined schools but maintaining these environments has become a major challenge for educators (Yell, M & Rozalski, M, 2008). Most states have laws that govern discipline in schools which also protect the rights of students in public education (Yell, et.al, 2008). These state laws control the actions of school officials when they carry out certain discipline-related functions, such as gathering evidence (e.g., searching students, their lockers, or their personal property), seizing contraband from students’ backpacks, or conducting any administrative actions that restrict a student’s property interest to attend school (e.g., suspension, expulsion) (Yell, et.al, 2008). A student’s entitlement under state law to a public education is

Discipline problems in schools often becomes a hot topic discussed nowadays. This issue has widely spread throughout mass media. Each day we will be served with news of a discipline problems among students.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.