The following essay discusses the use of two contrasting models which include inner discipline and behaviour modification focussing on the theories and work of Barbara Coloroso and Burrhus Frederic Skinner, where students have the ability to show awareness for discipline when teachers are using the correct strategies and considering their feelings and actively involving them in the process. It is imperative for teachers to use a variety of strategies to promote a positive, safe and stimulating educational environment for them to flourish and reach their full potential.
Table of Contents
1. Introduction
1.1 The Low-control/ Guiding model
1.2 Self-Regulating Approach
1.3 High-control/intervening model
1.4 Behaviour Modification Approach
2. Conclusion
Research Objective and Topics
The core objective of this essay is to compare and contrast two distinct classroom management models—the Inner Discipline/Self-Regulating approach championed by Barbara Coloroso and the Behaviour Modification approach associated with B.F. Skinner—to determine their effectiveness in promoting positive, student-centered learning environments.
- The theoretical underpinnings of Inner Discipline and its focus on self-regulation.
- The mechanics of the Behaviour Modification approach and the role of reinforcement.
- The impact of teacher styles on classroom management strategies.
- The integration of student agency and responsibility in international school settings.
- The practical application of consequences to drive academic and behavioral consistency.
Excerpt from the Book
Self-Regulating Approach
When one decides to use the self-regulated approach, it is important to understand what it involves. It can be outlined by Lynch (2018) who summarizes Coloroso Self regulating approach as:
Discipline is not judgmental, arbitrary, confusing, or coercive. It is not something we do to students. It is working with them. It is a process that gives life to a student's learning. It is restorative and invites reconciliation. Its goal is to instruct, guide, and help students develop self-discipline – an ordering of the self from the inside, not an imposition from the outside (p.1 ).
Personally, the author agrees with this particular approach as it is more useful within a classroom setting where you have a range of students from different nationalities, and designed for those teachers less experienced in years and struggling with classroom management strategies. In this discipline, when students misbehave, teachers should ask what students and teachers could do together to change. The positive of this approach is everyone is involved; especially the students. The negative of this approach is students have more rights, and this sometimes could be intimidating for teachers.
Summary of Chapters
Introduction: This chapter contextualizes the importance of effective classroom management and introduces the two guiding models: the low-control Guiding model and the intervening model.
The Low-control/ Guiding model: This section discusses the student-centered approach where individual growth and personal decision-making are prioritized over external control.
Self-Regulating Approach: This section details Barbara Coloroso's philosophy, emphasizing non-judgmental guidance and the distinction between three types of teachers: brick-wall, jellyfish, and backbone.
High-control/intervening model: This chapter covers B.F. Skinner’s model, which relies on external environmental factors and structured behavioral reinforcements to shape student conduct.
Behaviour Modification Approach: This section provides practical steps for implementation and discusses the effectiveness of reinforcement and punishment principles in maintaining consistency.
Conclusion: The final chapter synthesizes the discussion, concluding that the intervening model proves particularly effective in international settings to ensure consistency and academic progress through motivation.
Keywords
Barbara Coloroso, Burrhus Frederic Skinner, Inner Discipline, Behaviour Modification, Classroom Management, Discipline Strategies, Student Agency, Reinforcement, Education, International Schools, Teaching Philosophy, Self-Regulation, Behavioral Consistency, Pedagogical Approaches, Motivation.
Frequently Asked Questions
What is the primary focus of this essay?
This essay examines two contrasting classroom management models—Inner Discipline and Behaviour Modification—to highlight how different strategies help teachers foster a positive and productive learning environment.
What are the two main theoretical models discussed?
The paper discusses Barbara Coloroso’s self-regulating "Inner Discipline" approach and B.F. Skinner’s "Behaviour Modification" approach.
What is the main objective of the author?
The author aims to analyze how these models can be utilized to improve classroom strategies, manage student behavior, and help students reach their full academic potential.
Which scientific methodology is used?
The essay employs a comparative analysis approach, evaluating the theoretical principles of educational experts and applying them to the practical context of modern international classrooms.
What topics are covered in the main body?
The main body covers the definitions of self-regulation, the classification of teacher styles (brick-wall, jellyfish, and backbone), the mechanisms of behaviour modification, and the role of reinforcement and consequences.
Which keywords define this work?
The key themes include Inner Discipline, Behaviour Modification, classroom management, student agency, consistent reinforcement, and pedagogical motivation.
What is the significance of the "brick-wall, jellyfish, and backbone" theory?
These terms, attributed to Coloroso, categorize the disciplinary styles of teachers, with "backbone" teachers providing the most balanced and effective support for student growth.
Does the author prefer one model over the other?
While discussing both, the author notes a preference for the Behaviour Modification approach in his specific classroom setting to ensure consistency and accountability for student actions.
How does the author relate the models to the International Baccalaureate (IB) programme?
The author highlights that fostering classroom agreements and student responsibility aligns with the IB philosophy of promoting student agency.
What is the ultimate goal regarding student discipline?
The ultimate goal is to move beyond short-term fixes like reward systems toward lasting self-discipline and lifelong learning through consistent teacher intervention and student motivation.
- Citation du texte
- Dr Mario Maxwell Müller (Auteur), 2021, Inner Discipline and Behaviour modification. Comparing and contrasting two classroom management techniques, Munich, GRIN Verlag, https://www.grin.com/document/1292829
