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EdPsy 399OL Fall 2001

Kim Fitzer

Tom Anderson, Instructor

Lesson 3 Question 1

Punishment-Required

I do not believe that punishment is an effective way to control behavior in a classroom, or anywhere else, for that matter. Barbara Coloroso, whose “Inner Discipline” behavior management plan is based on trust and responsibility between teachers and students, defines punishment “as treatment that is psychologically hurtful to students and likely to provoke anger, resentment and additional conflict (Charles, 2002).” I could not agree more. Using punishment rather than discipline will surely have a negative outcome, and ensure that the relationship between teacher and student will deteriorate even more. Even using negative consequences to gain control, except in the most extreme discipline problems, may only serve to temporarily abate the behavior. As some behaviorists point out, punishing a student for misbehavior has a low probability of being successful because it does not replace the inappropriate behavior with an acceptable alternative (Sprick, 1985). I do not use punishment, I rarely write referrals or give detentions, and I do not experience behavior problems in my classroom. When they arise, and they do, usually at the beginning of the school year, I deal with them swiftly and firmly, and the behavior problem seems to vanish. My methods involve positive reinforcement, and direct, clear interactions with my students. It works, and the following illustrates why.

1. Model respect, caring, dignity, and a sense of humor at all times. William Glasser contends that in a supportive and caring classroom environment, students find their basic needs (survival, belonging, power, freedom, fun) met, and respond with a willingness to learn and behave appropriately (McDaniel, 1991). I try to be available to provide help, speak in a kind and warm tone of voice, maintain a calm, consistent attitude, encourage respectful behavior at all times, and develop challenging yet interesting lessons that relate to authentic concerns. I also try to keep in mind how I would like to be treated, if I were a student. Empathy, I feel, prepares me to be a better teacher.
2. Encourage desirable behavior by recognizing it when it happens. Positive reinforcement, the basic foundation of Lee and Marlene Canter’s Assertive Discipline approach to behavior management, provides students feedback on their good behavior, thereby ensuring that it will, with repetition, happen again with increasing regularity (Charles, 2002). For instance, when I need to get my classes attention, I recognize students that are paying attention by remarking, “I have ________________’s attention, and __________________’s attention.”

Almost instantly, students stop what they are doing and look up, eager to have their name mentioned . I will continue to mention three or four more names of students that have stopped and are looking directly at me,, particularly those that are chronically inattentive. When I have their attention, I thank them for their swift attentiveness, and then begin my announcement. I also recognize those students that are working on task, using good organization skills, and so on. While I do not agree with all of Canter’s beliefs, I do use positive reinforcement

because it works.

C. Deal with misbehavior swiftly, firmly, consistently and privately. C. M. Charles, the author of the book Building Classroom Discipline,

proposes that it is often helpful to deal with misbehavior by identifying its causes. I will often ask to speak to a student privately, and state that the behavior the student is exhibiting needs to cease (talking, tardies, off-task, etc.). I then ask the student to explain why this behavior is not appropriate, and whether there is a reason for the problem. I do not raise my voice, yet I look directly into the student’s face. Maintaining eye contact is, I believe, important for good communication. We will come to an agreement at this point of how to solve the problem, and strategies for the solution. Also, I state the consequences of choosing to disregard our chat, and what will happen next. I rarely have to take it to the next level. More commonly, I end up using positive reinforcement the next time the student does behave appropriately. This encourages the student to repeat the behavior, and thus, a new behavior is learned.

D. Give sincere attention for good work, a job well done, a difficult task mastered. Communicating high expectations and encouragement for

successful academic performance goes a long way towards minimizing classroom discipline problems. Students may quit trying or working if they feel their efforts are not appreciated, or are futile, and resort to off-task, disruptive behavior (McDaniel, 1991). I find that when students feel that they are successful, enjoy their assignments, and receive positive feedback, they respond with enthusiasm, cheerful attitudes, and will work hard. William Glasser states that a teacher’s job is to help students see that quality work makes them feel good about themselves (Charles, 2002). As students begin to achieve success and authentic praise from teachers and peers, their sense of self-esteem and positive self-image emerges. This is a desirable emotion and one that stimulates self-motivation. There is no need for rewards, incentive programs, consequences or punishment. Students do well because it feels good!

Of course, I will admit that the kids I teach are generally very well behaved, respectful, and academically motivated. Their parents are affluent, highly educated professionals and have extremely high expectations. The kids come to us already instilled with a rock solid foundation of values, and are among the most highly principled young people I have ever met. Yet, any student, no matter how well-behaved, will stray from the path of righteous behavior from time to time, and if not steered back, may continue to test the limits of what is allowable and what is not. And I certainly do have students who are in need of rigorous discipline plans, regular monitoring, and a “very short leash.” However, I am convinced that the four techniques I use in the classroom minimize the problems that I could have, and allow me to concentrate on what is really important: teaching. And not once do I have to resort to punishment.

References

Charles, C.M. 1999. Building Classroom Discipline. Boston, Massachusetts: Addison Wesley Longman, Inc.

McDaniel, Thomas R. 1991. The Motivating Teacher. Published in Teaching for Excellence, vol. XI, Number 2. Spartanburg, S.C. Teaching for Excellence.

Sprick, Randall S. 1985. Discipline in the Secondary Classroom: A Problem-by-Problem Survival Guide. West Nyack, N.Y. The Center for Applied Research in Education.