MODELS OF

CLASSROOM
DISCIPLINE
SUMMARY

In this section, we will be going to look into two

models of classroom discipline, and they are:
The Kounins Model of Discipline.
The Skinners Model of Discipline.
THE KOUNIN
MODEL
WITH-IT-NESS, ALERTING AND GROUP
MANAGEMENT.
KEY IDEAS

The ripple effect: when you correct a

students behavior, it tends to change the
behavior of others.
The teacher needs to be with it to know what
is going on everywhere in the room at all times.
Smooth transitions between activities and
maintaining momentum are key to effective
group management
Optimal learning takes place when teachers
keep pupils alert and held accountable for
learning
 Boredom [satiation] can be avoided by providing variety to
lessons, classroom environment and by pupils awareness
of progress.
THE RIPPLE EFFECT

Teacher issues encouragement and at the same

time gives reprimands.
E.g.
Good, I see a lot of you are almost done with your
tasks, and I see a few people who may have to stay
after school to finish,
Makes students aware of the consequences of
completing/not-completing their tasks.
Most powerful in childhood/primary levels.
WITH-IT-NESS

Describes teachers knowing what was going on

in all areas of the classroom all the time.
Teachers need to assert this trait verbally, as
students are only convinced that teachers really
know what is going on if they give responses to
classroom goings-on.
Handling the correct deviant on time is
more important than firmness, or clarity of
desist students are less likely to misbehave.
OVERLAPPING

Ability to attend to two issues at the same time.

Teacher must be able to handle one thing
without affecting the other, for example:
Students are playing while the rest are
doing tasks in small groups. Teacher
should have the small group continue
while addressing the deviants from a
distance, instead of stopping the small
group activity, handle the deviants and
reestablishing the small group work.
MOVEMENT
MANAGEMENT
Smooth transition is important.
Teachers must be able to move smoothly from
one activity to the next and maintain
momentum within every activity keeps
students attention on task on hand.
EFFECTIVENESS OF
KOUNINS MODEL
Very effective in preventive facet of discipline,
maintaining a good learning environment and
preventing misbehavior.
However, not effective (almost no help) in
corrective facet of discipline, wherein
misbehaviors must be dealt with and redirected
positively.
NEO-
SKINNERIAN
MODEL
BEHAVIOR MODIFICATION
KEY IDEAS

Behavior is shaped by its consequences

what happens to the individual immediately
afterward.
Systematic use of reinforcement (rewards)
can shape pupils behaviors in desired manner.
Behavior weakens if no reinforcement
follow-up and punishment.
Once learning achieved, best maintained
through intermittent reinforcement.
Can be easily modified with students of all
ages and backgrounds.
TYPES OF REINFORCERS

SOCIAL
Words, gestures and facial expressions.

GRAPHIC
Numerals, checks, happy faces and special
symbols.
ACTIVITY
In the form of activities that students prefer in school, e. g.
playing games, decorating classroom, free reading etc.

TANGIBLE
Real objects that students can earn as rewards for desired
behaviors.
EFFECTIVENESS OF NEO-
SKINNERIAN MODEL
Powerful effect, as systematic attention and
reinforcing becomes natural parts of the
teaching act.
However, there are concerns over free will of
students Skinner rejected free will in
principle, an essential human trait.
THANK YOU
REFERENCES

Kaufman, M., et. al. (1993). Managing classroom

behavior: A reflective case-based approach.
Massachusetts: Allyn and Bacon.
Marzano, R. J., et. al. (2005). A handbook for
classroom management that works. Virginia:
ASCD Alexandria.