Additional input of The redl & wattenberg model of discipline

The Redl & Wattenberg Discipline Model Written by John Andrius

The Redl & Wattenberg Model of Dealing with the Group

Group behavior differs from individual behavior Teachers can learn how to use influence techniques to deal with undesirable aspects of group behavior

Key Ideas

1. People in groups behave differently than they do individually. Group expectations influence individual behavior, and individual behavior affects the group. Teachers need to be aware of the characteristic traits of group behavior.
2. Groups create their own psychological forces that influence individual behavior Teacher awareness of group dynamics is important to effective classroom control.
3. Group behavior in the classroom is influenced by how students perceive the teacher. Students see teachers as filling many psychological roles.
4. Dealing with classroom conflict requires diagnostic thinking by the teacher. This thinking involves:
   
   
   • forming a first hunch;
   • gathering facts;
   • applying hidden factors;
   • taking action; and
   • being flexible.
5. Teachers maintain group control through various influence techniques. These techniques include:
   
   
   • supporting self control,
   • offering situational assistance,
   • appraising reality, and
   • invoking pleasure and pain.
6. Supporting self-control techniques are low keyed. They address the problem before it becomes serious. They include eye contact, moving closer, humor, encouragement, and ignoring.
7. Situational assistance techniques are necessary when students cannot regain control without assistance from the teacher. Techniques to provide assistance include:
   
   
   • helping students over a hurdle;
   • restructuring the schedule;
   • establishing routines;
   • removing the student from a situation;
   • removing seductive objects; and
   • physical restraint.
8. Appraising reality techniques involve helping students understand underlying causes for misbehavior and foresee probable consequences. Teachers 'tell it like it is', offer encouragement, set limits, and clarify situations with post - situational follow-up.
9. Pleasure-pain techniques involve rewarding good behavior and punishing bad behavior Punishment should be used only as a last resort because it is too often counter productive.

Redl and Wattenberg view the group as an organism. 'A group creates conditions such as its members will behave in certain ways because they belong to it; at the same time the manner in which the parts function affects the whole'. In other words, group expectations strongly influence individual behavior, and individual behavior in turn affects the group.

Roles of Individuals within the Classroom

Redl and Wattenberg describe several roles that are available to individuals in groups. The following are some of the roles that can cause trouble in the classroom:

Leader.

A leadership role is available in almost every group. The role varies according to the group's purpose, makeup, and activities. Within the same group, different people may act as leaders in different activities. For example, a student who is a leader in physical education may fulfill a different role in music. Group leaders tend to share certain qualities. They are above average in most respects(intellect, social skills, responsibility, and socio-economic status). They generally have a highly developed understanding of others, and they embody group ideals. Teachers must be aware that the leaders they appoint are not necessarily the group's natural leader. Such mismatches often lead to conflict within the group.

Clowns.

Clowns are individuals who take the position of entertainer of the group. Students sometimes take this role in order to mask feelings of inferiority, thinking it best to make fun of themselves before others have a chance. Clowns sometimes help the group and sometimes hinder it. Clowning can be beneficial to both teacher and the group, especially when students are anxious, frustrated, or in need of relief from tension. At times, however, group members may support the disruptive antics of the clown as a way of expressing hostility to the teacher.

Fall Guys.

A fall guy is an individual who takes blame and punishment in order to gain favor with the group. Members of the group feelfree to misbehave knowing that they can set up the fall guy to suffer the penalties. Teachers need to be aware of this kind of manipulation and be sure to focus their corrective actions on the instigator of misbehavior

Instigators.

Instigators are individuals who cause trouble, but appear not to be involved. They often solve their inner conflicts by getting others to act them out. They may even feel that they are benefiting the victim in some way. Teachers need to look into recurring conflicts carefully to see if there is an unnoticed instigator. It may be necessary to point out this role to the group, as it is often undetected by them. The group may need help in recognizing and discouraging this role.

Comment on Group Roles

All of the roles described here are played by individuals in groups either because the role fills a strong personal need or because the group expects or enjoys it. By playing a role, an individual finds a place within the group ­ one of the main desires of almost all students ­ and becomes a functioning part of the organism.

Psychological Roles of Teachers

The ways in which groups and individuals behave in the classroom are greatly influenced by how they perceive the teacher. Like it or not, teachers fill many different roles and present many different images. Some of these roles and images are:

1. Representatives of society.
   • Teachers reflect and develop values, moral attitudes, and thinking patterns typical of the community.
2. Judges.
   • Teachers judge students' behavior, character, work, and progress.
3. Source of knowledge.
   • Teachers are the primary source of knowledge, a resource from which to obtain information.
4. Helpers in learning.
   • Teachers help students learn by giving directions, furnishing information, requiring that work be done, removing obstacles to learning, and facilitating problem solving.
5. Referees.
   • Teachers arbitrate and make decisions when disputes arise.
6. Detectives.
   • Teachers maintain security in the classroom, discover wrongdoing, and handout consequences.
7. Models.
   • Teachers model customs, manners, values, and beliefs that students are to imitate.
8. Caretakers.
   • Teachers reduce anxiety by maintaining standards of behavior, consistent environments, regular schedules, and freedom from danger or threat.
9. Ego supporters.
   • Teachers support student ego by building student self-confidence and bettering self images.
10. Group leaders.
    • Teachers facilitate harmonious and efficient group functioning.
11. Surrogate parents.
    • Teachers are a source of protection, approval, affection, and advice.
12. Targets for hostility.
    • When student hostility cannot be appropriately expressed to other adults, it may be displaced onto teachers.
13. Friends and confidants.
    • Teachers can be talked with and confided in.
14. Objects of affection.
    • Teachers are often objects of affection and esteem, as well as crushes and hero worship.

Comments on Psychological Roles of Teachers

As you can see, teachers are assigned many roles by students. Sometimes they have little choice about those roles, but they can usually decide in part on the roles and on how and when to assume them. They may assume some roles wholeheartedly and avoid others completely, depending on how they wish to relate to students. Sometimes they may adopt or avoid certain roles, if they are aware of a strong group need. In any event, teachers need to be sure that they are steady and consistent in the roles they do assume.

Application of the Model

(Christine will not work)

Christine, in Mr. Jabe's class, is quite docile. She never disrupts class and does little socializing with other students. But despite Mr. Jabe's best efforts, Christine rarely completes an assignment. She doesn't seem to care. She is simply there putting forth virtually no effort. How would Redl and Wattenberg deal with Christine? Redl and Wattenberg would suggest that teachers take the following steps in attempting to improve Christine's classroom behavior:

1. Follow the steps in diagnostic thinking: Develop a hunch; gather facts; try to discover hidden factors; apply a solution; try another solution if the first does not work. That might lead to questions such as: 
   
   
   • Does Christine have emotional problems? Are things difficult for her at home? Is she withdrawing into a fantasy life? Will a warm, caring approach help?
2. Depending on the conclusions reached in diagnostic thinking, the teacher would try out one or more of the following solutions: 
   
   
   • Sending signals to Christine. (I know you are not working).
   • Moving closer to prompt Christine into action.
   • Showing a special interest in Christine's work.
   • Employing humor (I know you'll want to finish this in my lifetime!)
   • Offering assistance to Christine.
   • Telling it like it is (each incomplete assignment causes you to fall further behind and affects your grade!).
   • Removing Christine from the situation (You can return when you have completed your work).

Further information regarding this model may be found in the following references:

Charles, C. M., 1989, Building classroom discipline: from models to practice, Longmans Inc., New York. (pages 3-19).
Redl, F,. & Wattenberg, W. 1951; 1959, Mental hygiene in teaching, Harcourt, Bruce and World, New York.Redl, F. 
1972, When we deal with children: selected writings, Free Press, New York.

http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-redl-a-wattenberg-model.html

The William Rogers Discipline Model Written by John Andrius

The William Rogers Model of Decisive Discipline

Rogers suggests that indecisive teachers hope for compliance but, in the real world, rarely receive it. Decisive teachers expect compliance, they don't demand it. Decisive teachers recognize that they cannot make students do anything. Instead their verbal language and body language convey an expectation that their reasonable requests will be followed.

Key Ideas

If teachers can keep the language transactions at the least intrusive level they will keep the unnecessary 'heat' down. Instead of snatching objects off a student's desk, Rogers proposes that a directional choice be given. An example would be 'Donna, I want you to put that magazine in your bag or my desk - thanks.' (Thanks is said expectantly, not pleadingly or sarcastically). Choice gives the ownership back to the student. If Donna argues, you can redirect or make the consequences clear.

These consequences can be immediate or deferred according to the situation and context. It is not the severity of the consequences, but rather the certainty of the consequences that makes them work. The key is to avoid boxing yourself or the student into a no-win situation.

Levels of Decisive Teacher Action

Rogers proposes four ever-increasing levels of decisive teacher action. As with any skill development, each of these steps requires practice.

Step 1: Tactical ignoring as a first action.

Tactical ignoring of disruptive behavior, when done consciously, is a decisive discipline strategy. It involves signaling that you are aware of the disruptive, often attention-seeking behavior, but refuse to acknowledge it. It involves knowing what behavior to ignore and knowing how long you can ignore the behavior before taking further action - moving to step two.

Step 2: Simple direction or rule restatement.

Step two, directional language, addresses the behavior you want to see. 'Nathan, I want you to put the pen down thanks and face this way.' 'Donna and Michelle, face this way and listen. Ta.' Saying 'thanks' or TA helps mitigate those times when a simple direction to a student may be taken as something more - a challenge, an ultimatum. 'When/then' or 'after/when' or 'yes/when' is better than 'No you can't because__'

Directional language can also be focused on the rules. 'We've got a fair rule for__ use it, thanks.' Again keep the language brief, focused, positive, and expectant. 'Michelle, we've got a rule for asking questions, use it thanks.' Relating to ruleminders is the strategy of causal or direct questions. Avoid 'Why?' questions. Instead concentrate on 'What are you doing?' and 'What should you be doing?' questions.

Step 3: Secondary behavior (giving a clear choice).

Step three - the calm, yet firm, repeating of step two - can be enhanced by dignifying what Rogers calls 'secondary behavior Secondary behavior is that behavior that often follows a teacher's directive statement. Sometimes teachers see this behavior ('I wasn't doing anything' or 'I was just sharpening my pencil'), complete with insolent, arrogant, and defiant nonverbal body and facial messages, as being more disturbing than the primary misbehavior. Don't get trapped by secondary behavior

When Donna is directed to stop talking to a classmate, turn around, and face front, she responds by saying 'I was just showing him how to solve the assignment, why are you picking on me?' This is the student's effort, conscious or not, to divert the teacher's attention away from the primary behavior - talking while the teacher is presenting a lesson.

Dignifying a secondary behavior simply acknowledges that it may be true, it does not necessarily condone it. 'That may be the case, Donna, but I want you to stop talking, turn around and pay attention to the lesson.' Dignifying her reason for talking helps defuse the situation and helps avoid unwanted and unwarranted escalation of the problem. Who knows, she may have been helping a classmate.

If redirective statements have not worked after three times, they are not going to work. Repeating the directions further will be self-defeating. If the disruptive behavior continues or if the student continues to be argumentative, the consequences (immediate or deferred) need to be pointed out. If a classroom teacher has clear, fair rules covering key aspects of classroom life, and if short and long-term consequences for infringement of learning, safety, and treatment (mutual respect and dignity) are outlined, the choice can be given to students to work by the fair rules or face the consequences of their 'choice'.

Step 4: Imposing time-out.

If redirection, rule restatement, and alternative choices do not work, step four comes into play. Here, the teacher imposes some form of time-out, ranging from in-class isolation to exiting the classroom. Time-out sends a clear message to the entire school community about non-negotiable behaviors - from persistent minor disruptions to ongoing provocation and threatened individual or community safety. Unless ineffectively administered, time-out is not a punishment. Students should be told why they are receiving time-out. It is, according to Glasser (1969), a time to reflect on one's own behavior and to come up with a solution to the problem that is acceptable to both the student and the teacher.

In the most extreme cases, and these occur rarely, teachers need a crisis plan for out-of-control children. A cue system of some sort may be needed for dangerous students or for those who refuse to leave the classroom when directed. The use of welfare support groups and other counseling techniques may be called for. Parental involvement, if practical, may be used.

Summary

Roger's Decisive Discipline model borrows from those of other discipline gurus especially other interactionalists. He contrasts logical consequences and punishment just as Dreikers does - favoring logical consequences. He offers attention seeking and a need to belong as motives for misbehavior. just as Dreikers does.

He expands upon Glasser's The Quality School contrast of the characteristics between boss and a leader - favoring the latter posture. He stresses the value of rules and avoids asking misbehaving students why they have misbehaved as does Glasser in Schools Without Failure (1969). He maximizes student choice as does Glasser in Control Theory in the Classroom (1986).

Rogers states that discipline is an essential factor of our leadership in classrooms, students need it. Thoughtful, planned discipline language will improve the quality of discipline transactions by reducing unnecessary emotional exchanges and focusing on the primary issues.

More information about this model may be found in the following references:

Rogers, W. A. 1993, The language of discipline: A practical approach to effective classroom discipline, Northcoate House, Plymouth.

Rogers W.A., 1989, Making a Discipline Plan, Thomas Nelson, Melbourne.

http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-william-rogers-model.html

The Skinner Model of Discipline Written by John Andrius

The Skinner Model of Shaping Desired Behavior

Human behavior can be shaped along desired lines by means of the systematic application of reinforcement.

Skinner's Key Ideas

This model includes new applications of Skinner's basic ideas. Skinner himself never proposed a model of school discipline. Other writers have taken his ideas on learning and adapted them to controlling the behavior of students in schools. The following ideas reveal the essence of Skinner's model:

1. Behavior is shaped by its consequences, by what happens to the individual immediately afterward.
2. Systematic use of reinforcement (rewards) can shape students' behavior in desired directions.
3. Behavior becomes weaker if not followed by reinforcement.
4. Behavior is also weakened by punishment.
5. In the early stages of learning, constant reinforcement produces the best result.
6. Once learning has reached the desired level, it is best maintained through intermittent reinforcement, provided only occasionally.
7. Behavior modification is applied in these two main ways:
   
   • The teacher observes the student perform an undesired act; the teacher rewards the student; the student tends to repeat the act.
   • The teacher observes the student perform an undesired act; the teacher either ignores the act or punishes the student, then praises a student who is behaving correctly; the misbehaving student becomes less likely than before to repeat the act.
8. Behavior modification successfully uses various kinds of reinforcers. They include social reinforcers such as verbal comments, facial expressions, and gestures; graphic reinforcers such as marks and stars; activity reinforcers such as free time and collaborating with a friend; and tangible reinforcers such as prizes and printed awards.

The Skinner model can be a powerful model for classroom teachers, one that can be easily modified and implemented with students of all ages and backgrounds.

Types of Reinforcers

Types of reinforcers commonly used in schools fall into four categories:

1. Social.

Social reinforcers consist of words, gestures, and facial expressions. Many students work diligently just to get a smile, pat, or a kind word from the teacher. Some examples are:

• Verbal * OK. Wow! Excellent. Nice going. Exactly. Right. Thank you. I like that. Would you share that.
• Nonverbal * Smiles, winks, eye contact, nods, thumbs up, touches, pats. walk beside, stand near, shake hands.

2. Graphic.

Graphic reinforcers include marks of various kinds such as numerals, checks, happy faces, and special symbols. Teachers make these marks with felt pens and rubber stamps. They may enter them on charts or use a paper punch to make holes in cards kept by the students. They may attach stars or stickers that are commercially available in large quantities and varieties.

3. Activity.

Activity reinforcers include those activities that students prefer in school. Any activity can be used as a reinforcer if students prefer it to another. Examples of activities that usually reinforce academic learning are:

• For younger students:
  • Being a monitor, sitting near the teacher, choosing the song, caring for the pet, sharing a pet or toy.
• For middle students:
  • Playing a game, free reading, decorating the classroom, having extra recess time, going to an assembly.
• For older students:
  • Working with a friend, being excused from a test, working on a special project, being excused from homework.

4. Tangible.

Tangible reinforcers are real objects that students can earn as rewards for desired behavior and are more powerful for some students than other types of reinforcers. They are widely used with students who have special behavior problems. Many primary teachers use tangible reinforcers regularly. Examples of inexpensive reinforcers are: popcorn, raisins, chalk, crayons, felt pens, pencils, badges, etc.

Comments on Skinner's Model

Teachers who once begin using behavior modification in a systematic way tend to stick with it, appreciating its powerful effects. They come to see it not as manipulating students, but as freeing them to behave in ways that bring success and positive recognition.

Systematic attention and reinforcing become natural parts of the teaching act, occurring automatically. After a while, teachers do not even have to think of them. That natural spontaneity makes reinforcement even more effective. Students feel that the teacher is simply kind, considerate, and friendly, not designing or manipulative.

But do teachers see behavior modification for what it really is? And if they do, are its inherent dangers evident to them? Considerable controversy over these questions began decades ago and continues to the present time.

One of the most perplexing questions has to do with whether, and to what extent, behavior modification amounts to blatant teacher control of students' thoughts and actions. Related to that question is the concern over free will, which most people believe to be the essential quality that sets mankind apart from other organisms. Skinner rejected the concept of free will, which he considered to be a formidable road block to understanding human behavior

In recent years, research has cast doubt on whether rewards, the keystone of behavior modification, actually serve to strengthen desired learning and behavior Some contend that rewards serve to reduce intrinsic motivation, supplanting it with a control-system of compliance and external modification (Hill, 1990).

In truth, not all teachers like behavior modification, but those who do, say it makes teaching easier and more enjoyable. With regard to discipline, they find behavior modification especially effective in preventive and supportive control, though they admit it is slow and cumbersome (and often ineffective) when it comes to correcting misbehavior.

Application of the Model

(Jack will not work)

Jack, in Mr. Jones' class, is quite docile. He never disrupts class and does little socializing with other students. But despite Mr. Jones' best efforts, he can hardly get Jack to participate in class activities. He rarely completes an assignment. He doesn't seem to care. He is simply there, like a bump on a log, putting forth virtually no effort. How would Skinner deal with Jack? Skinner would suggest that Mr. Jones try the following approaches with Jack.

1. Catch Jack being good (doing anything that is appropriate). Reward him whenever he participates or works.
2. Reiterate the class rules regarding work. Praise Jack whenever he follows the rule.
3. Consider stronger reinforcers. If praise is ineffective, use points, tokens, or other tangible objects to reinforce and shape Jack's improvement.
4. Set up a contract with Jack. Identify a reward that is exceptionally attractive to him. Outline what he must do in order to earn the reward. Share the contract with Jack's parents to enlist their support. Reinforce every improvement Jack makes.

More information about this model may be found in the following references:

• Charles, C. M., 1989, Building classroom discipline: from models to practice, Longmans Inc., New York. (pages 40-54).
• Hill, D. 1990, Order in the classroom, Teacher, 1(7), 70-77.
• Skinner, B. F., 1971, Beyond freedom and dignity, Knopf, New York.
• Tauber, R. 1982, Negative reinforcement: a positive strategy in classroom management, Clearing House, 56, 64-67

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