Comparison of Discipline Models Essay

Custom Student Mr. Teacher ENG 1001-04 15 April 2016

Comparison of Discipline Models

EDU-450 Classroom Management
A Comparison of Discipline Models

A Comparison of Discipline Models
In comparing Wong’s theory and Kagan, Kyle, and Scott’s theory, they both give pupils the independence to do what they think is appropriate for them, and the educators and parents incorporate them in making the rules. The Win-Win approach fixes the situation by allowing the students to choose a better approach to the issue.

Morrish’s Real- Discipline approach believes that students do not know how to behave properly and responsible when they begin school. This theory believes that students only learn self-discipline through experience. This theory requires assistance in the required behavior. Wong’s Theory:

I do agree with Wong’s theory. I agree with it because it is a great idea to give students independence in making choices in the way they are disciplined for breaking the rules. Students need to know that they have a say in how they will be disciplined for their actions. This will give the students a sense of how you must follow the rules or be reprimanded for them. Morrish’s Theory:

I believe in Morrish’s behavior theory because the student is given a chance to correct their misbehavior. This theory allows the students to see that they have a chance to correct their behavior before disciplinary action is taken. This gives the students a sense of responsibility to choose to do the right thing. Kagan, Kyle, and Scott’s Theory:

I agree with Kagan, Kyle, and Scott’s theory in the aspect that it is beneficial for teachers to develop ways that will disengage disruptive behavior in the classroom. Teachers must be able to distinguish which behaviors the students are engaged in and be able to appropriately correct the situation because the student’s behavior will escalate if not handled





Wong’s Pragmatic Classroom:
Ensures that all students understand their duties and learn to follow all class procedures automatically. (Charles, 2008). >This theory sets clear and concise procedures on what the students must know and do on a daily basis > This theory allows teachers to stay consistent with the procedures in her classroom. > The students are learning how to be responsible.

> Wong’s theory gives the teacher a format in which to follow in order to be able to manage her classroom. > When rules are broken, the teacher has no alternative but to discipline the student.

>Wong’s theory provides the students with a safe environment. > The students know what to expect on a daily basis with no surprises. > This theory gives the students a since of importance in helping solving discipline issues. > The teacher may have trouble anticipating the individual students’ needs and behaviors. >The teacher may fall short of recognizing the student’s potential growth. Morrish’s Real- Discipline Theory:

Teach students how to behave properly and insist they comply with directions. (Charles 2008). >This theory gives courage for student to persevere as well as work through tasks which are not particularly pleasing (Charles, 2008). > This theory makes the students alert of their surroundings and what is happening. >Morrish’s overemphasis’ the disciplinary power of the teacher. >Morrish’s theory places assumptions that low self-esteem students are subject to getting in trouble in school. > Places assumption that teachers who spend time to motivate students are wasting time. >This theory teaches students how to behave in the correct manner. > This theory teaches students to be courtesy and considerate of others. > The students will learn to follow a set of rules and limitations before being disciplined. > Personal discipline is the focus of this theory.

>Morrish’s discipline theories purpose is to make students do what they do not want to do. >Morrish believes students should not be praised or rewarded in a continuous manner. Kagan, Kyle, and Scott’s Win- Win Discipline:

Establish same- side cooperation with students and use “structure” to prevent and address student misbehavior (Charles, 2008). >Teachers and students work together to decide on behavior issues. > This theory is to help teachers recognize the seven positions in which discipline arises. >This goal helps students learn a lifelong responsible behavior. >The teacher must first recognize the student’s behavior and apply the appropriate disciplinary action. >This theory allows the teacher to help the student understand their behavior and help them determine a better avenue to handle the situation. >This theory allows the students to achieve goals they set for themselves. > This theory, if not used properly, can cause serious altercations in the classroom between teacher and student.

Charles, C.M. (2008). Building Classroom Discipline. Boston. Pearson.

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  • University/College: University of Arkansas System

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