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CHAPTER I
INTRODUCTION

Title

Classroom Discipline Plan Through the Use of Classroom Management as a System

Statement of the Purpose

The purpose of the discipline plan is to address the causes of misbehavior in order

to reduce and eventually diminish unwanted behavior and actions that will allow for a

safe and positive classroom environment. Creating a plan where classroom management

is a system will intertwine management and instruction. I believe “when students’ basic

needs are met, misbehavior can be avoided” (Hardin, 2012, p. 6). It is the preparation and

prevention of misbehavior in the classroom rather than responding to a problem when it

happens. With this systematic approach, I will guide students to, as well as, teach

appropriate behavior, and establish routines and procedures to prevent inappropriate

behavior.

Definition of Terms

 Accessibility: Classroom arrangement that allows teachers to maintain on-task

behavior by proximity control and to reach every student quickly without

disturbing others.
 Appropriate Behavior: Actions that are consistent with class expectations.
 Assertive Discipline: Series of actions that are directed at clearly specifying

expectations for student behavior.

 Consequences: Results of a student’s behavior.
 Discipline: Actions done to support student learning.
 Expectations: Acts that students are obliged to perform.
 Guided Choices: Final step of Marvin Marshall’s three-part strategy. Designed to

provide choices to students and to foster responsible behavior. The teacher

maintains authority while remaining non-confrontational.

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 Inappropriate Behavior: Actions that disrupt teaching and learning, or violate

others.
 Internal Motivation: Desire to act in certain ways without being told to do so.
 Logical Consequences: Classroom management program developed by Rudolf

Dreikurs. Suggests consequences of behavior should be logically tied to the

behavior.
 Misbehavior: Actions that disrupt teaching and interfere with learning.
 Positivity: An optimistic attitude and inclination.
 Procedures: Instructions that explain precisely how students will do specific acts.
 Proximity Control: Managing classroom behavior by moving throughout the room

and being physically close to students.

 Individual Responsibility: An individual’s obligation or duty.
 Roles: Positions of responsibility that students are given in a classroom.
 Rules: Descriptions of how students are to behave.
 Routines: Actions conducted in a certain manner or order.
 Social Contract: System for managing the classroom.
 Student-Centered Approach: An approach that focuses on aiding students to learn

responsibility through interactions and experiences in a safe classroom

environment.

CHAPTER II
REVIEW OF THE LITERATURE

The text examines a variety of models of classroom management. The following

is important creators (listed in alphabetical order) of classroom management models that I

found to be the most influential to me, as a teacher, and to the development of my

classroom management plan.

Canter, L. & M.

Canter and Canter use the model of Assertive Discipline. It is direct and

encourages firm control over students. Teachers and students each have rights; teachers

have the right to expect appropriate behavior; students have the right to learn with
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support from teachers. Teachers establish rules and use positive insistence to influence

compliance. Students are given positive comments for good behavior. When students

choose to misbehave, they face consequences. “Good behavior should be praised more

frequently than the teacher applies negative consequences to bad behavior” (Allen, 1996,

p. 6). Students are expected to comply because they know exactly what to expect and

what is proper behavior. Positive consequences are rewards and used to increase

motivation.

Coloroso, B.

Inner-sense of responsibility leads to students being good citizens. Coloroso

encouraged teachers to deal with misbehaviors by assisting students in learning self-

control and management of the outcomes of their decisions. Guidance is provided by the

use of questions; in turn, situations are handled without teacher intervention and forced

solutions. Coloroso suggests teachers should treat students with respect by giving them a

sense of power in their own lives with opportunities to make their own decisions and to

grow from the results of those decisions (Hardin, 2012). Ultimately, problem solving is

encouraged and positive control is learned.

Curwin, R. & Mendler, A.

Curwin and Mendler’s model is Discipline with Dignity. They stress each student

and teacher must have their needs met by the school environment. What this means is that

everyone in the school setting needs to be treated with dignity. According to Hardin

(2012), “Curwin and Mendler propose that effective discipline can occur only when

decisions for managing student behavior are based on a schoolwide core value system

that maintains the dignity of each student in all situations” (p. 101). Within Discipline
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with Dignity is a three-dimensional plan that’s purpose is to prevent discipline problems

from occurring by providing structure and direction in the classroom. The three steps are:

prevention, action, and resolution.

Dreikurs, R.

Dreikurs established how a democratic classroom makes the classroom a society

of involved, self-discipline students who satisfy their inborn need for belonging. Students

who feel responsible within the group will make positive decisions and show initiative to

behave. Misbehaviors are handled with student discussion. The teacher’s role is to

“model democratic behavior by providing guidance and leadership and involving pupils

in setting rules and consequences” (Allen, 1996, p. 4).

Evertson, C.

Carolyn Evertson created the Classroom Organization Management Program also

known as COMP. This plan promotes thinking about decisions in classroom management

instead of simply presenting a “recipe” on effective management (Hardin, 2012). Within

COMP are six key elements: organizing the classroom, visibility, accessibility,

distractibility, planning and teaching rules and procedures, and managing student work

and improving student accountability.

According to Evertson, teaching student responsibility is the ultimate goal of an

effective classroom (Hardin, 2012). In addition, “Findings from evaluation studies show

clearly that teachers who use COMP principles experience a decrease in student

misbehavior while enjoying increases in student academic engagement, student

achievement, and personal satisfaction in teaching” (COMP - Classroom Organization

Management Program, 2012).

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Ginott, H.G.

Congruent communication is the model created by Ginott. Communication is

done in ways that are “congruent with a student’s own feelings about a situation and

themselves” (Allen, 1996, p. 3). Teachers model appropriate behavior by speaking

respectfully, avoiding sarcasm and displaying self-discipline. Students develop self-

esteem when teachers maintain student dignity. This means teachers should not demean

students’ character or make students feel guilty. Instead of attacking students, situations

are addressed and students are invited to cooperate with proper behavior.

Glasser, W.

Glasser’s model of Choice Theory has made students know that they alone have

the responsibility for their choices. The two ideas of Choice Theory: 1) people perform

actions according to what they feel inside (internal motivation), 2) people behave in ways

to meet one of five basic needs (survival, love and belonging, power, fun, and freedom).

Teachers should sustain a positive climate that creates internal motivation and in which

all tasks are designed to meet the basic needs. As a result of this environment, students

will be positively influenced, rather than coerced to make positive choices.

Teachers lead students exposing them to proper models of behavior. Classroom

meetings are a useful tool for developing rules and maintaining class behavior. Knowing

what expectations are required, and the consequences of misbehavior, student focus

should be on working towards solving the problem, instead of on past behaviors. Students

reflect on their actions, explain the problem, and take positive action.

With an inquiry-based curriculum approach to learning that allows students to

study the topics they choose. Both parties collaborate on the tasks and find ways the
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curriculum is relevant to students' lives, instead of requiring an endless memorization of

facts. Teachers will motivate students to work by assuring that no student will fail.

Teachers accept no excuses for bad behavior (Allen, 1996). If misbehavior should occur,

Choice Theory allows students to choose an alternative solution.

Jones, F.

Jones’s proactive approach to discipline is based on “learner motivation and

classroom behavior” (Allen, 1996, p. 7). Students know exactly what is expected through

the use of general and operational rules/procedures. Aimlessness can be combated when

teachers state expectations, practice specific procedures, and ensure compliance from

students.

Lessons should contain frequent student participation and require student

accountability. This sparks student activity instead of passivity. With direct instruction,

teachers can model active learning. Visual instructional plans (VIPs), timed personal

teacher help, direct prompts, and frequent teacher interaction will support students during

all learning times. Incentive systems (Preferred Activity Times) can be given as an

incentive to promote positive behavior, as long as the activity is desired by all, holds all

responsible, and has educational value. When non-compliance occurs, students should

know what is to be expected and teachers should follow through using backup systems of

consequences.

Kohn, A.

Kohn differentiated his approach from traditional instruction (lectures and tests)

to in-depth learning communities of classrooms. Students would be excited to develop a

positive attitude toward learning if knowledge was constructed in ways that they are
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interested in. This approach is beneficial because teachers facilitate cooperative students,

learning is meaningful, but ultimately, students feel connected without needing to

misbehave.

Kounin, J. S.

Any behavior tends to have a ripple effect; one act of misbehavior will change the

behavior of other students (Allen, 1996). Kounin discovered that teachers affect student

behavior by the way lessons are presented and managed. Teachers who were most

effective, alert, and on-task had classrooms with proper behaviors. By being aware of the

classroom (withitness), interacting with students, teaching with momentum, and

presenting lessons effectively, teachers are able to prevent misbehavior, especially when

students are made accountable for their own actions.

Marshall, M.

Marshall developed Discipline without Stress as his approach to develop student

responsibility. Teachers model proper behavior and specific procedures. Twenty-five

tactics are used for stimulating responsibility, because when responsibility is promoted

obedience follows. This model has a Hierarchy of Social Development, which stimulates

student change and responsibility, as students are internally motivated to reach the

highest level.

This approach encourages teachers to work with students by relying on positivity,

choice, and reflection. Authority should not be forced upon students, who are given

guided choices to develop ownership of their actions. Thus, students recognize their own

role in learning and are inspired to make positive changes. Marshall’s model identifies ten
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common negative practices and presents solutions to enforce positive practices to develop

student responsibility.

Redl, F. & Watenberg, W.

Creating the first theory-based, Discipline as a Systematical Organized approach,

Redl & Watenberg showed how individual behavior is affected by group behavior. Group

dynamics cause individuals to act in ways they would not when away from the group.

Teachers are encouraged to support students instead of threatening and punishing. The

goal of this theory is to teach students the proper roles within the classroom, to teach how

to handle misbehavior, and to teach how to promote self-control.

CHAPTER III
CLASSROOM MANAGEMENT PLAN

The specifics of my classroom management plan centers classroom management

as a system. This includes planning, establishing rules and procedures at the beginning of

the school year, being assertive with directions, and focusing on building a safe and

positive learning environment. That being said, my management plan will be put into

effect on the first day of school. Having a plan ensures good teaching and good

discipline. “Planning ensures that students’ rights are protected and that all students are

treated fairly and consistent” (Hardin, 2012, p. 46).

Before I establish rules for behavior, I must first arrange my classroom structure

to minimize possible classroom disruptions. According to Hardin (2012), “the best

possible room arrangement is one that puts the least distance and fewest barriers between

the teacher and any student in the classroom” (p. 65). Following my classroom structure

is the proactivity of establishing classroom limits through rules and procedures.

Curwin and Mendler suggest, “teachers and student should work together to
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develop the discipline plan” (Hardin, 2012, p. 102) and I agree with their statement. That

way students do not feel they are being told what to do, but are in the process of defining

and understanding the terms of the classroom. However, I will establish a few of my

personal classroom rules for behavior. The rules are: 1) Respect one another at all times;

2) Use “6-inch voices” when working in small groups or in pairs; 3) Only one person

speaks at a time. There are only three established by me because “effective classroom

rules are (a) limited in number… (b) enforceable quickly and consistently; (c) simple and

clear…” (Hardin, 2012, p. 66). After rules and procedures are established I will use

Jones’s method of limit setting.

In limit setting, according to Hardin (2012), “the teacher is assertive but never

aggressive, because the object to Limit Setting is to calm the student and get them back

on-task” (p. 67). Through withitness, physical presence, emotional tones, and body

language, I will teach students that I mean business and “the message is sent to the

students that the teacher’s rules are for real” (Hardin, 2012, p. 67).

If a student misbehaves and deviates from the classroom rules, they will need to

identify their action and take ownership for their behavior through Guided Choices. The

purpose of taking ownership is it makes students aware that they are acting

inappropriately. Also, according to Hardin (2012), “Through Guided Choices, students

come to see the external forces controlling their behavior. Helping students understand

that they have a choice in how they respond to any situation helps them see they are in

control of their actions and responses” (p. 167-168).

If further intervention and redirection is needed, without threatening or forcing

students to comply, I will ask for the student’s cooperation towards responsible behavior.
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The student will be asked to perform the proper behavior. If the student does not comply,

then consequences shall be administered, rather than an argument being started. Rather

than start to argue, a professional demeanor shall be kept and any teachers in the class

should maintain positivity in front of students.

I am approaching classroom management discipline by having an assertive

management plan in place I am ensuring my students’ rights are not only protected but

that I treat all my students consistently and fairly (Hardin, 2012). Hardin (2012) states,

“Without a plan, teachers will have to choose an appropriate consequence at the moment

of misbehavior. In the stress of the moment, the teacher may be unfair and inconsistent

and may respond differently to students from different socioeconomic, ethnic, or racial

backgrounds” (p. 46).

Fredric Jones’s Positive Classroom Discipline approach would also be adequate in

my management plan. According to Hardin (2012), “In Jones’s model, the enforcement of

classroom standards and the development of cooperative behavior are combined, in order

to maximize learning and minimize disruptions” (p. 63). Misbehavior will be avoided as

long as students are actively engaged in lessons then if there is misbehavior, limit setting

needs to be applied so students know that their teacher means business (Hardin, 2012).

The classroom management plan uses positive reinforcement to support my

students. “Positive discipline is important because it creates a more productive classroom

environment, reduces the frequency of problem behaviors, and maximizes the teacher’s

influence over students” (Hardin, 2012, p. 47). Class wide recognition is an additional

tactic used that requires the class to work together in order to earn points for a classwide

reward.
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Consequences will be administered based on discipline hierarchy. Discipline

hierarchy begins with a warning and increases in severity with each infraction. In order

for this method to be successful, I must use a system to keep track of student misbehavior

(Hardin, 2012). Students who break class rules will be given a reminder and warning of

the rules. When class rules are consistently broken, the first consequence will be

administered upon the misbehaving student. The consequences shall increase in harshness

for each subsequent breaking of the same rule.

Logical consequences, a Rudolf Dreikurs’s model, will also be used to administer

consequences. This method helps students recognize the consequences of their actions.

Hardin (2012) states, “The premise…is not just to control behavior but also to assist

students in taking responsibility for their actions and behaviors” (p. 81). When a student

misbehaves, their intention of doing so is evaluated then a logical consequence is

imposed on them.

I will be combining Canter and Canters approach of discipline hierarchy and

Curwin and Mendler’s approach of the three-dimensional plan to address student

misbehavior. In using Canter’s approach I have the ability to diminish misbehavior by

first offering a warning then escalate the consequences as with each infraction. A pro to

discipline hierarchy is as Hardin (2012) states, “When students are engaged, off-task

behavior is diminished and all students have the opportunity to learn” (p. 51).

I will also be evaluating my own contribution to misbehavior when it occurs.

Then, I will remain calmly and address the behavior quickly. Curwin and Mendler state,

“dealing with a problem quickly and effectively prevents minor problems from

escalating” (Hardin, 2012, p. 105).

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In addition, I may use intervention strategies in order to redirected and “stop

misbehavior, reinvolve students in the lesson, keep the climate of the classroom positive,

and do not disrupt teaching” (Hardin, 2012, p. 130). Intervention strategies include:

proximity control, making eye contact, reminding students of the rules or procedure, and

questioning the student about their misbehavior (Hardin, 2012).

In terms of preventing inappropriate behavior I believe students should have

specific roles and responsibilities within the classroom. Students should have a few rules

and procedures to follow, tasks to perform, and expectations to meet. As a teacher, my

role is to facilitate and support my students in these roles while helping them see the

value of the value of their education. Students who believe in this system will be

internally motivated to cooperate with the plan. When students cooperate they will make

wise and appropriate decisions and actions thus preventing inappropriate behavior from

occurring.

Using classroom universals, an instructional practice and support method to PBS,

would also prove to be effective in preventing the occurrence of inappropriate and

problem behavior while “simultaneously increasing academic achievement” (Hardin,

2012, p. 208).

My management plan uses positive behavior support (PBS) to correct positive

behavior. It is a model that prevents behavior problems, teaches, and then reinforces

appropriate behavior in students. Hardin (2012) states, “PBS centers lesson controlling

behavior and more on enhancing the quality of life for students by teaching them the

skills to interact appropriately in a multitude of settings and situations” (Hardin, 2012, p.

200). PBS needs to be created and established at the start of the school year in order to
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produce a safe and positive classroom environment. When students feel safe and are

positive and have motivation then they will work harder and test scores will improve.

In order to promote positive behavior I will be applying positive reinforcement,

either physically or verbally (praise). When a student exhibits a desired behavior, positive

reinforcement will be given until the behavior is established. The student will continue

and repeat the desired behavior in order to receive another reward.

It is important to combine both physical and verbal reinforcements. Hardin (2012)

states, “It is important to remind the child of the connection between the desired behavior

and the reinforcement” (p. 25). In addition, individualizing the reinforcement for each

child is also an important aspect because, “some reinforcements are more effective with

some children than others” (Hardin, 2012, p. 25).

Lastly, other reinforcement can also be used such as secondary reinforcement,

token reinforcers, social reinforcers, and activity reinforcers. These types of

reinforcements are known as extrinsic rewards. There is criticism towards this model

because “many believe students should behave in appropriate ways just for the intrinsic

value of the behavior” (Hardin, 2012, p. 30). Which is why these types of extrinsic

reinforcements should only be used when individualizing the reinforcement for a student.

Summary

My classroom management plan contains is a combination of rules established by

me, the teacher, and rules and procedures created by both students and I. Students will

understand these rules and be proficient in identifying behavior that complies or deviates

from these rules. Students are held accountable to the management plan because they will

sign a social contract developed by both the teacher and the students.
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The following supports my management plan: teaching, preventing misbehavior,

supporting proper behavior, redirecting inappropriate behavior, and administering logical

consequences for misbehavior. The plan aims at removing conditions that tend to promote

undesired behavior. Rather than forcing students to act in a positive way, my plan applies

internal motivation within my students. Accessibility will aid in supporting student

learning and redirecting any misbehavior. My plan address and handles misbehavior in

various ways such as remaining calm, avoiding threats, being assertive, and limit setting.

My management plan does not exclude consequences but ensures they are logical,

fair, and unbiased. Overall, students will understand that every teacher has the right to

teach and every student has the right to learn. Students will understand that the

discipline/management plan exists to ensure that everyone is able to exercise that right,

feel safe in the classroom environment, and be successful in their education.

Conclusion

Ultimately, I want to create a community where students feel safe, positive, and

have a sense of belonging while still holding them responsible for their choices. Teacher

proximity will aid in supporting student learning and redirecting any misbehavior. I want

to enable my students to be conscientious about their individual actions and become

responsible students and citizens in society.

Student misbehavior and disruptive behavior “can prevent the teacher from

teaching and the entire class from learning” (Hardin, 2012, p. 52). Therefore it is critical

to have a working management plan. I say “working” plan because it should be know that

all plans and lessons are open for revisions and additions. This adaption process will be
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ongoing as I acquire more experience and continue to learn new strategies for keep a

well-managed classroom environment.

General directions, procedures, and rules have the tendency to ensue chaos in the

classroom. Which is why I believe if teachers are assertive then misunderstanding and

confusion will diminish. Therefore, it is important for my management plan to have high

standards of structure within my classroom.

The ultimate goal is for all students to know my expectations for them and for

themselves. In return, their reward will be having a positive, fun, safe and engaging

classroom environment where each student can be successful and reach their full

potential.

References

Allen, T. H. (1996). Developing a discipline plan for you. Retrieved from

http://www.kean.edu/~tpc/Classroom%20Management/DEVELOPING%20A

%20DISCIPLINE%20PLAN%20FOR%20YOU.htm

COMP - Classroom Organization Management Program. (2012). Retrieved from

http://www.comp.org/AboutCOMP.html

Hardin, C. J. (2012). Effective classroom management (3rd ed.). Boston: Pearson

Education.