Discipline Model
Name and Definition
Theorists
Helps teachers to interact with
students in calm and meaningful
Lee and Marlene
manner, focusing on positive
Canter: Assertive
behavior, while providing a
discipline
climate where students’ needs
are met.
Central idea: procedures that
establish a sense of dignity and
hope provide students with
opportunities to succeed in
school. One of many
Richard Curwin and
responsibilities of teachers is to
Allen Mendler:
help students believe that school
Discipline with Dignity
is beneficial and that they can
exert control over their own
lives. Students will have success
in school is there are procedures
in place that establish a sense of
dignity and hope.
Students acquire self-discipline
based on an understanding of
social value. Dreikurs suggests
Rudolph Dreikurs:
that misbehavior is the result of
Discipline through
feeling that one does not belong
Democratic Teaching
to a group, and students tend to
act out because of a need of
power, attention, revenge, or
avoidance.
It concentrates on
Haim Ginott: communication between teacher
Discipline Through and students. The teacher
Congruent establishes empathetic
Communication communication with students,
where they reason with them
without criticizing.
Goal Model Outcomes/expectations Elements Actions/steps
Assertive teacher model and
Students can
express expectations in a clear,
recognize the Students can identify their Teachers model some elements such
confident and consistent way,
consequences of misbehavior and its consequences, as modeling respect that teachers
they build trust in the class and
their actions and Students needs are met, behavior is and they are part of the decision- want back, a discipline plan that is
help students practice
the teachers focus managed kindly, democratic set of making process, including rules and understood by everyone involved,
acceptable behavior. This way,
the shifts from rules are stablished in the consequences. A classroom free positive statements and support,
students get a sense of comfort,
negative classroom, appropriate behavior us from disruption is stablished, a direct instruction, proactive approach
and teaching and learning
reprimands of taught, and trust is established. caring teacher cultivates students’ where teachers anticipate
thrive. They also redirect
negative behavior interests and need, administrators misbehavior and plan in advance how
nondisruptive behavior
towards positive and parents’ support. to deal with it positively.
effectively.
praise.
Discipline is a very important part
Preventing escalation of conflicts Be consistent, state rule and
of teaching, short-term solutions are
with active listening, keep consequence calmly and simply
rarely effective, Students must be For students: to experience success
Students believe communication as private as possible, (no scolding), use power of
treated with dignity, discipline in school, they have a sense of
that school is remove ss from the room if they proximity at a conversational
mustn’t interfere with motivation. dignity and hope, and sense a
beneficial and that refuse to accept a consequence; and distance, make personal and/or
Responsibility is more important connection to life.
they can exert motivating difficult ss, lessons with eye contact (no longer than a
than obedience. Consequences are
control over their personal importance and relevance, minute). Use a soft voice, catch
also necessary, and are most For teachers: to help students
own lives. set up authentic learning goals, students being good, don’t
effective when jointly planned by believe that school can be beneficial,
Students’ dignity involve students, give ss opportunity embarrass students in front of
teacher and students. Difficult-to- and to help students exert control
is important. to make decisions, show genuine the class, speak firmly but w/o
manner students’ behavior can be over their own lives.
energy and interest, do different anger, and don’t accept
improved thorough interesting
activities. excuses, bargaining or whining.
lessons.
Teachers seek out Students: participate in deciding
and deal with how the class functions, and to work
Teacher encourages self-control, Establish a set of rules and
underlying causes with one another and the teacher to
Rules are formulated jointly by develops a democratic classroom, and consequences, enforce the rules
of misbehavior to make the class function.
students and the teacher, and avoid the class to become neither consistently, adjust the rules
help students
logical consequences are stablished autocratic nor permissive, and finally, and consequences if necessary
acquire self- Teachers: guides shared decision
for both compliance and violation. the teacher should be able to identify and emphasize social
discipline through making with students, and uses a
faulty goals and correct them. connections.
a connection to democratic approach to decide how
social value. the class functions.
Communication focusing on
students’ feelings about situations
and themselves, the direction is to
Students are given a fresh star and
The teacher address situations, and not the
actively participate in
establishes Communication is established, students’ characters or personalities.
communications. Teacher invites Don’t prejudge students, focus
communication focus is on behavior, not the Learners are not prejudged, learning
students to cooperate, is on behavior, not on students,
with students and person, and on the current situation. is a personal matter, each child is an
nonjudgmental, and creates risk-free and encourage participation
helps them take The teacher and students cooperate individual. Teachers don’t: label
environment, where students are from students.
responsibility for with each other. students, belittle, or denigrate them,
comfortable voicing their opinions
their actions. preach, moralize, impose guilt, or
and needs.
demand promises. Effective teachers
invite cooperation, asks how they can
get better, respect students’ privacy,

Improvement in education and
disciplines can be accomplished
by changing the way the
William Glasser:
classroom functions. Motivated
Noncoercive Discipline
by a stimulating curriculum,
students make responsible
choices that lead to their
personal success.
This model accentuates the
physical presence of the teacher.
The teacher establishes clear
Fred Jones: Positive
classroom structures, uses
Classroom Discipline
effective body language, uses
“Say, See, Do” teaching, uses
incentive systems, and provides
efficient help to students.
Instructional management
directly affects student behavior.
Jacob Kounin:
If a teacher plans and paces
Improving Discipline
lessons well, and is always
Through Lesson
prepared with the materials, they
Management
will have success delivering
transitions with an
instruction and maintaining
awareness of what
smooth transitions.
Marvin Marshall: Students benefit from adopting
Discipline Through and using three principles in
Raising Responsibility their daily lives: positivity,
choice, and reflection.
provides directions for desired
behavior, and never uses sarcasm.
Develop a quality curriculum
The teacher Basic students’ needs are met that includes discussion
guides students to The teacher helps students make (survival, belonging, power, freedom, opportunities, exploration, and
make their own good choices, connects students’ Students participate in how the class and fun). Ss connect to the depth, and that is attractive to
responsible behavior to consequences, and functions, and teachers guide shared curriculum and find it meaningful, the students. Decide the role of
choices that lead provides an attractive curriculum to decision making with students. they have input into class rules and the teacher (lead teacher, or
to their personal motivate ss. consequences, and have opportunities boss teacher). Provide a warm
success. to discuss their misbehavior. and supportive classroom
environment.
Structuring the classroom in order
to discourage misbehavior:
classroom arrangement, minimize
Efficient arrangement of classroom
The teacher uses physical distance between teacher
that permits to work the crowd, use of
classroom and students; classroom chores,
body language such as eye contact, Be aware of your body
structure, body assign as many chores as possible; Students behave responsibly, are
body carriage, facial expressions, and language at all time,
language, and an opening routines, begin the class actively involved in learning, and
gestures. “Say, See, Do” teaching is incorporate “Say, See, Do”
organized with bell work. Using effective receive incentives.
an instructional method that calls for teaching in planning and
incentive body language: proper breathing
frequent ss response to teacher input. instruction, actively involve
program, while (remain calm), eye contact, body The teacher uses body language to
It keeps students active and involved. teachers, and include
actively involving carriage (hold yourself erect and communicate, and uses “Say, See,
Students will work hard and behave incentives.
ss to elicit move assertively), and use facial Do” teaching.
well when given incentives to do so.
responsibility and expressions to communicate with
This incentive must be attractive to
good behavior. the students. Use “Say, See, Do”
students in order to be effective.
teaching. Finally, train
responsibility through incentive
systems.
Students perceive that the teacher
knows everything that’s happening,
they always have something to do, Create an organized classroom,
An organized “With-it-ness” or to know everything
recognize they are part of a group, where students have a place for
instructional that’s going on at all times,
can reflect on the productivity of everything. Make sure students
system of The teacher is aware of everything overlapping or multitasking,
their actions and change their understand classroom
management is that’s happening in the classroom, momentum, which involves having a
behavior accordingly, and never procedures, know your students
created, one that and its management (of the clear objective among other elements
have to guess what is expected of and be aware of everything, be
supports positive classroom) is always well to keep ss engaged. Smoothness, or
them. The teacher communicates engaged and enthusiastic, plan
student behavior organized. Lessons are strategically keeping everything moving despite
expectations and considers possible and pace your lessons well,
and fluid paced and managed. Students are distractions, group focus
behavior, they halt misbehavior establish clear expectations,
continuously engaged and aware of (engagement of the whole class, and
before it disrupts other students, has address inappropriate behavior
their role as a part of the whole whether as a class or in small groups,
organizational systems for to avoid the “ripple effect.”,
is going on in the group. ss are accountable as contributing
everything, holds students’ and stress the importance of
classroom at all members of a groups, and will be
responsibility, encourages students’ positive behavior, ss motivation
times. graded as such.
motivation, attention, and and class participation.
participation, and maintains a high
sense of energy and enthusiasm.
Students Teachers use noncoercive tactics, Students accept responsibility, Students show more personal Develop responsible behavior,
demonstrate more levels of behavior are hierarchy conduct themselves responsibly, and responsibility, and classroom so students conduct themselves
responsible delineated, and students reflect on adopt and use the three principles in behavior improves. The teacher stops properly and accept
classroom their behavior and conduct the their daily lives. The teacher uses using rewards, punishments, telling responsibility for their
behavior without responsibility for themselves. and noncoercive approach to students what to do, warning and behavior. Encourage internal

Teachers support a student own
Fritz Redl and William
self-control mechanism.
Wattenberg: Discipline
Students behave differently in
Through Influencing
groups, and teachers can
Group Behavior
influence students to control
classroom behavior.
He emphasizes that positive
reinforcement is more effective
B.F Skinner:
at changing and establishing
Discipline Through
behavior than punishment. It’s
Shaping Desired
about immediate feedback and
Behavior
rewarding behavior that
positively result in behavior
modification.
the use of discipline, uses a hierarchy of social criticizing them. A hierarchy of social motivation in students.
extrinsic rewards. behavior, checks for understanding, behavior is used. Students reflect on Heighten positive thinking in
and redirects inappropriate behavior. behavior and immediately correct school through reflection and
Character education is taught. themselves, and undesirable behavior self-evaluation while
is considered separately from establishing good relationships.
students as persons.
People in groups work differently in
Teachers influence student, group groups than they do individually. Establish opportunities for
behavior affects individual Students adopt identifiable roles. The group work, offer chances for
Students’
behavior, students are involved in Students learn self-control and relate teacher cast into many different roles students to take leadership
behavior is
establishing rules and to the group. Teacher influences and that affect students’ behavior, and roles, plan for students to role-
managed through
consequences, punishment is support self-control, and consistently involves students in setting class play of actions for self-control,
influencing
avoided and self-control is shows the relationship between standards and deciding how include occasions for the
behavior in a
supported, and the connection behavior and consequences. transgressions are handled. Teachers pleasure-pain principle to be
group setting.
between conduct and consequences use influence techniques rather than applied, and hold discussions
is demonstrated. punishment to control behavior. about behavior and outcomes.
Punishments is the last resort.
Most of our voluntary behavior is
Tasks are broken into smaller tasks, Use positive rewards such as
Behavior shaped by receiving reinforcement
staring with simple ones, and Students exhibit good behavior special privilege or extra free
modification is immediately after an act, so stimuli or
moving on to the next ones. through continual reinforcement. time, discipline by removing
achieved through tangible incentives must be received
Directions are repeated often is Teacher exhibits consistent these last two, and avoid using
immediate soon. Behavior modification refers to
necessary, teachers give immediate reinforcement of behavior, and negative discipline such as
feedback that is shaping students’ behavior
and positive reinforcement for good moves from simple to complex giving extra work. Give
positive, not intentionally, and it has to be constant
behavior, and tangible incentives tasks. immediate feedback and break
negative. for desirable behavior to help
may be used. information into small chunks.
establish new learning.
¿De qué manera repercute en mi práctica docente tener presente las teorías de disciplina y
autoridad el aula de lenguas?

Conocer las diferentes teorías de disciplina y autoridad es indispensable para el momento

en que, como docentes, nos enfrentemos a un grupo de alumnos. Mantener el orden y la
disciplina son indispensables para poder llevar a cabo una lección lo más efectiva posible. Tener
en cuenta todas estas estrategias nos ayuda a discernir aquellas ideas que no son adecuadas o no
funcionan para nosotros, y rescatar aquellas que nos son más relevantes, dependiendo del
contexto en que se encuentre nuestros alumnos. Además, podemos reflexionar sobre las actitudes
sobre disciplina que tomamos en el aula, y analizar los errores que podemos estar cometiendo,
para así poder corregirlos, así como analizar las ideas que contribuyan a un mejor ambiente
dentro de nuestro salón de clases, y permitan alcanzar los objetivos de las lecciones sin
interrupciones, ni otro tipo de problemas. Para finalizar, conocer todo lo anterior nos permite
saber cómo reaccionar ante diversas situaciones, la cuales, resultan muy probables de suceder,
para de esta manera demostrar seguridad y preparación a nuestros alumnos.
 Referencias

Persiani, K., & Springer, S. (2019). The Organized Teacher’s Guide to Classroom Management,

Grades K-8. McGraw-Hill Education.