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CHAPTER 4. Redl and Wattenberg ’ s (1951) Contributions to Modern Classroom Discipline
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Redl and Wattenberg’s (1951) Contributions to Modern Classroom Discipline Described how groups behave differently from individuals, thus helping teachers to understand classroom behaviors that are otherwise perplexing. Provided the first well-organized, systematic, humane, approach to improving student behavior in the classroom. Emphasized understanding the causes of student misbehavior, believing that by attending to causes teachers could eliminate most misbehavior. Established the value of involving students in making decisions about discipline. Pointed out the detrimental effects of punishment and showed why it should not be used in class discipline.
Strengths of Redl and Wattenberg’s Work Challenges of Their Work •Described how individuals behave differently from groups. •Provided a well organized, systematic approach to improving student behavior. •Emphasized understanding the causes of student misbehavior. •Valued involving students in making decisions about discipline. •Pointed out detrimental effects of punishment and showed why it should not be used in class discipline.
Challenges of Their Work Teachers found it difficult to grasp the concept and implications of group dynamics. •Asked teachers to abandon views on physical punishment. •Teachers did not understand how to deal with roles expected of students and themselves. •Teachers were unable to implement procedures quickly and effectively in the classroom context. •Teachers felt they had insufficient expertise to properly carry out the procedures.
Skinner’s Contributions to Classroom Discipline Skinner did not concern himself with classroom discipline per se, but his discoveries led directly to behavior modification, especially popular in the primary grades in the 1960s, and still used by some to speed and shape academic and social learning. Today, behavior modification is not used much for encouraging and strengthening learning.
Strengths of Skinner’s Work Challenges of Skinner’s Work •Acknowledged the effects of reinforcement on behavior and learning. •Drew attention to the use and timing of reinforcement (constant and intermittent) for shaping behavior. •Recognized successive approximations as beneficial to building skills incrementally. •Principles of behavior modification and principles of reinforcement still are used by some to speed and shape academic and social learning, particularly in primary grades.
Challenges of Skinner’s Work •Teachers’ concern that they were bribing students to behave properly. •Asked teachers to reconsider their views on punishment. •Unsuitable as a total discipline package beyond primary grades. •Ignoring misbehavior was not enough to get students to behave properly. •Misbehavior often brought enough social rewards from peers to sustain it. •Ineffective in teaching students what not to do.
Kounin’s Contributions to Classroom Discipline Identified specific teaching strategies that help students remain engaged in lessons. Drew attention to the close connection between teaching and control of behavior. Emphasized how teachers could manage students, lessons, and classrooms so as to reduce misbehavior.
Strengths of Kounin’s Work •Described what teachers should understand about operating their classrooms: a nonsatiating learning program, varied activities, momentum, overlapping, withitness. •Drew attention to the close connection between teaching and discipline. •Teacher strategies for managing students, lessons, and classrooms.
Challenges of Kounin’s Work •Expected to find a relationship between what teachers did when students misbehaved and the subsequent misbehavior of students. No such finding emerged from his research. •Not satisfactory as a total system of discipline. •No help in what teachers should do when misbehavior disrupts lessons.
Ginott’s Contributions to Classroom Discipline Provided the first coherent strategies for building classroom discipline through communication. Insisted that the only true discipline is self-discipline. Clarified the role of communication (how teachers talk to and with students) in discipline, and showed the value of congruent communication—teacher communication that is harmonious with student feelings and self-perception. Further clarified his contentions by describing teachers at their best and teachers at their worst. Showed how genuine discipline is gained through small steps that result in genuine changes in student attitude.
Strengths of Ginott’s Work •Teacher communication to maintain positive relationships with students: congruent communication, I-messages, and appreciative praise. •“How can I be most helpful to my students right now?
Challenges of Ginott’s Work •Not a total system of discipline. •Asked teachers to reconsider their views on communication and punishment. •No clear standards for expectations of proper behavior. •No clear descriptions of how to stop offensive or disruptive behavior.
Dreikurs’s Contributions to Classroom Discipline Identified true discipline as synonymous with self-discipline, and based his discipline scheme on the premise of social interest (students’ concern for their personal well being, as well as for the group). Clarified how democratic teachers and classrooms promote sound discipline. Pinpointed a prime goal (that of belonging) as an underlying motivator of student behavior. Identified and offered techniques for giving positive redirection to students’mistaken goals of attention, power, revenge, and inadequacy. Urged teachers and students to jointly formulate rules and logical consequences for compliance or violation. Offered specific suggestions concerning how teachers should interact with students.
Strengths of Dreikurs’s Work Usable concepts and strategies for teachers: social interest, democratic teaching, goal of belonging, mistaken goals, joint rules and consequences, and encouragement. •Specific suggestions of how teachers should interact with students. •Had teachers use encouragement instead of praise or punishment.
Challenges of Dreikurs’s Work Teachers found his system too daunting to implement easily. •Teachers had trouble seeing the interconnections among democracy, prime motive, mistaken goals, social interest, and logical consequences. •The system did not tell teachers what to do to put an immediate stop to student disruption, aggression, and defiance.
Canters’s Contributions to Classroom Discipline Popularized the concept of student and teacher rights in the classroom. Described a classroom control strategy that places teachers humanely in charge of the classroom, and continually modified the approach to ensure that it remained effective as social realities change. Described hostile, nonassertive, and assertive teachers. Offered a proactive approach to deal with problems of behavior that allows teachers to invoke positive recognitions and corrective actions calmly and fairly.
Strengths of Canters’s Work •Classrooms where students and teachers have rights. •Proactive approach that uses rules, positive recognition and support, and corrective actions to deal with problems of behavior calmly and fairly. •Can stop misbehavior quickly. •Supported clear consequences and student’s choice whether to receive the consequence. •Continual modifications to align the approach with social realities.
Challenges of Canters’s Work •In the past it was seen as unnecessarily harsh, too mechanical, too demeaning, and too focused on suppressing unwanted behavior rather than on helping students learn to control their own behavior. •Originally, teachers were asked to be strong leaders in the classroom.
