EDUP 3043 BEHAVIOR AND

CLASSROOM MANAGEMENT
Name of Lecturer: Mr Chan Kok Wah
Group Member:

Jester Daniel Jayes

Mohd Roslan Chee

Compare and contrast the 5 different models of
discipline and present it in i-Think map.

(1)
Creating
a
classroom
based
on the rights and
needs of students
and teachers

(6) Classroom has to

be conducive for the
students and students
must not make any
distractions

(5)
Rules
and
regulations are to
be practiced.

Canter
Assertive
Discipline
Model

(2)
Reinforcing
expected
behaviour

(3)
Students
exceptance of their
consequences

(4)
Assertive
teachers
and
confident

(1)
Inappropriate
behavior is motivated by
a need to gain attention,
exercise power, exact
revenge,
or
display
inadequacy

Dreikurs
Logical
Consequences
Model

(4) Allows students

to work on their
own
pace,
and
accept
responsibility
for
themselves

(2) Students are

helped
to
understand
their
motives
and
exchange
their
mistaken goals for
useful one.

(3) Be flexible to
ensure everyones
needs are met that
lead to positive
relationship.

(1)
Smoothness
of
the
(2)
Providing
activity.
(10)
Using
students
with
a
different teaching
feeling of progress
styles and add
(3)
Ability
to
variety
to
the
supervise
the
lesson
classroom.
(9)
Offering
(withitness)
Kounin
students
(overlapping)
(4)
Supervise
Group
challenges
before becoming a
Management
throughout
the
disciplinary
Model
lesson
(8) Keep
members of the
problem
class or group paying
(5) Warning and
attention in maintaining
actions will affect
an efficient classroom
other
students
and
reducing
student
(Ripple effect)
misbehavior.
(7)
Focuses
on
(6) Need to be specific
preventive discipline
and instant. Tell the
to
prevent
the
consequences.
When
occurrence
of
persist
do
the
discipline
problems
consequences.

(1)
Focuses
on
character
training
through
mutual
agreements
and
problem-solving.(2)
Students
are
charge of their own
(4) If conflict arise
behavior,
teach
do behaviour
student
to
be
window
problem-solvers.
(5) Execute IMessage if teacher
owns the problem

Thomas
Gordon
Classroom
Management
Model

(6) Final step is Nolose Conflict

Resolution

(3)
Use
active
listening skills

(1)
Developing
caring,
supportive classroom in which
students participate fully in
solving
problems,
including
problems of behavior. (2)
Students
should
learn from their interests
and focus on learning
achievement.
Alfie Kohn but not
(3)
Teacher
Beyond
should
relinquish
Discipline
control to the
Model
students
(4)
Students
are
allowed to do what
they want, and figure
it out by themselves
and work together.
(5)
If
problems
continuously
occur,
chances are the activities
are not engaging enough
for the students.

(4) Assertive teachers and

confident
(5) Rules and regulations
are to be practiced.

(2) Providing students

with
a
feeling
of
progress
(3) Ability to supervise
the
classroom.
(withitness)
(overlapping)
(9)
Offering
students
challenges throughout the
lesson
(4)
Supervise
before
becoming
a
disciplinary
problem
(5) Warning and actions will
affect other students (Ripple
effect)

(1)
Inappropriate
behavior is motivated by
a need to gain attention,
exercise power, exact
revenge,
or
display

Canter
Assertive
Discipline
Model

Kounin
Group
Management
Model

Dreikurs
Logical
Consequences
Model

Based on
behavioural theory.
2&3 (Canter)
2 (Thomas)
6,8,7 (Kounin)
Based on
humanistic theory.
6&1 (Canter)
3&4 ( Dreikurs)
1( Kounin )
1 (Alfie)
3 (Thomas)
Based on
cognitive
theory. 2.(Alfie)
2.(Dreikurs)
Based on
theory of
individual
differences.
10.(Koulin) 4.
(Alfie)

Thomas
Gordon
Classroom
Management
Model

(1)
Focuses
on character
training
through
mutual
agreements
and
problemsolving.
(4) If conflict arise do
behaviour window
(5) Execute I-Message if
teacher owns the problem
(6) Final step is Nolose Conflict
Resolution

Alfie Kohn
Beyond
Discipline
Model

(3)
Teacher
should relinquish
control
to
the
students

(5)
If
problems
continuously
occur,
chances
are
the
activities
are
not
engaging enough for the
students.

REFERENCES
Haliza, H., & Joy, S. N. (2009).Pengurusan bilik darjah dan
tingkah laku. Shah Alam: Oxford Fajar sdn. bhd.
Grubaugh, S., & Houston, R. (1990). Establishing a
classroom environment that promotes interaction and
improved student behavior. The Clearing House, 63(8),
375-378.
Hannah, R. (2013). The effect of classroom environment
on student learning.