Solving discipline and classroom management

Institute of Education and
Research
Submitt
ed to:
Submitt
ed by:
Program
:
Roll #:
Miss Sarwat Iqbal.
Hamna Binate Ali.
B.Ed (hons) Elementary.
S/2013-1419.

TOPIC:
Solving Discipline And
Classroom Management
Problems
(Methods and Models For
Today’s Teachers)

Content
 Rogerian Theory.
 Major Postulates.
 Steps for Solving Behavioral Issues.
 Self Concept.
 Role of a Teacher.
 Rogerian Theraphy.
 Teacher Effectiveness Training & Central Behaviors.
 Teacher Response
 “I” message.
 Modeling.

Rogerian Theory
 Freudian Therapy tells that each child has innate
inner aggressive drives.
 Rogerian theory by Carl Rogers, tells that each
child is Rational & capable.
 Rogers follow H. Maslow’s belief that each child is
born “prior to good and evil”.

Major Postulates:
 It is impossible for one person to take decision for another
person.
 Each child has capacity for being rational and capable and
Child is always use what is good for him/her.
 Any two people in a given situation will experience and act
differently.
 Each person deals and interpret a certain situation according
to its prior encounters, goals, expectation & attitudes

 Life is a process of changing situations and
challenges/problems.
 An individual act by taking multitude decisions and
according to his past experiences.
 By expressing ones feelings & concerns an individual
can come to most appropriate rational decision.

Steps for solving behavioral issues
 Teacher’s empathic, non-judgmental position
 Encouraging the student to talk out.
 Problem solving.
Giving choice paths to the student:
 One in which teacher wins e.g. punishing etc.
 One in which student wins e.g. completely ignoring
student’s behavior.
 No-lose problem solving i.e. using six steps of problem
solving.

Self concept:
 Make student develop idea of self concept.
 Self concept defined as set of ideas and feelings that one
has about himself.
 A person is realized in meeting his own life’s challenges
and in solving his own problems.
 If teacher instead of Rogerian therapy, lecture the student
or punish him, it might give opposite results.

Role of a Teacher
Teacher’s role should be:
• Supportive, Non-critical facilitator.
• Develop rational abilities of the student to identify
and solve their own problems.
• Teacher should acknowledge the student.
• Teacher should be influencing.

Rogerian Therapy
 According to the Rogerian therapy, each child is “exquisitely
rational” and
 Problems occur when that rationality is stifled when teacher
set about to order, direct or force student to behave according
to teacher’s will.

Teacher Effectiveness Training
 T. Gordon used Rogerian therapy in T.E.T
 Teacher behavioral continuum (TBC) is used as
organizer in comparing central behaviors
 These central behaviors are:
 Silent looking
 Naming statements
 Questions

 Directive statements
 Reinforcements
 Modeling
 Physical intervention & isolation
Looking:
•Teacher must “ exchange of ideas between Students.
•The 1st step in TBC, is for the teacher to simply look at
the misbehaving student.

Questioning (skipping naming statements
temporarily):
• If student is having problem in talking or stop talking in
mid & cant start talk again then approach Gordon called
“Door openers or Reopeners” is used.
• It involves asking questions like: I’m interested, would
you like to talk more about it? Or ,would you like to go on?
etc.

Naming statements:
 In T.E.T most important use of language by teacher is “Active
listening”.
 It is to use silence to acknowledge the responses or to use door
openers.
 In naming statements or nondirective statements teacher
actively communicate with student that he/she is being
understood.
 Teacher can summarize or mirror student’s feelings or
problems in order to show that he understands them.

 Active listening :to increase communication between
child and teacher in which child s encouraged to talk out
and teacher masks student’s feelings.
 Child always use unique coding to hide his feelings e.g.
Child language “ John is
mean!”
Teacher’s active listening “
John has made you angry!”
Child Teacher
Encoding
Active listening

Feeling words:
•Feelings are hard to be expressed in words.
•Student commonly use different words to express feelings.
Negative Feelings
Angry Sad
Confused Scared
Hate Unhappy
Mad worried
frightened unfair
Positive Feelings
Appreciate Happy
Enjoy Love
Better joyful
Cheerful Like
Great wonderful

Types of teacher’s reponses:
 Critical listening (silence)
 Acknowledgments (gestures)
 Door openers or Reopeners
 Active listening
 “I” message
 Method III problem solving

“I” message:
 It is the statement by teacher that gives full
description of teacher’s feelings & also students
behavior along with its effects.
 In problem solving a teacher gives an “I” message to
tell the student of its situation and then,
 Usually teacher provides student with “door opener”.

Modeling:
Six steps of modeling:
 Step I. Defining problem:
 using active listening and “I” message teachers help
to find out the problem.
 Step II. Generating possible solutions
 It is to brainstorm many different solutions without
evaluating.

 Step 3&4. Evaluating & deciding on
solution(s)
 After making a list of all possible solutions, teacher
and student(s) go through all of them to see which is
best suited.
 Step 5 & 6. Implementing & Evaluating
solution(s)
 In final step it must be agreed by all that who will do
what and when they will begin etc
 Set a time to meet again to reevaluate the results.

Solving discipline and classroom management

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