The Redl and Wattenberg Model and the Kounin Model

1568 Words4 Pages

The Redl and Wattenberg Model is a model of discipline, concerning group dynamics. Fritz Redl, a highly respected psychologist and educator, was born in Austria in 1902. He was recruited by the Rockefeller Foundation and immigrated to the United States from Austria in 1936. In 1940, Redl began his career in the United States as a therapist and researcher and ultimately became professor of behavioral science at Wayne State University. In 1973, he dealt with deviant juveniles as a consultant to the department of criminal justice at the State University of New York at Albany. Redl wrote many books contributing to the field of education, including Discipline for Today’s Children, co-authored with George Sheviakov (1956) and When We Deal with Children (1972).
William W. Wattenberg, a highly respected educational psychologist, was born in 1911. In 1936, he received his PhD degree from Columbia University. He taught educational psychology at Northwestern University and Chicago Teacher’s College. He later became professor of Education and Clinical Psychology and director of the Delinquency Control Training Center at Wayne State University. He, like Redl, wrote many books contributing to the field of education, including The Adolescent Years (1955), and All Men are Created Equal (1967).
Wattenberg’s common interest in deviant juveniles and group behavior, led to his work, Mental Hygiene in Teaching (1951), co-authored with Fritz Redl. Their research and knowledge allowed them to provide insights into psychological and social aspects that affect student behavior in the classroom. They became among the first to present teachers with specific disciplinary techniques, which could be used on a daily basis, intended to uphold ...

... middle of paper ...

... another key ingredient in the Montessori classroom. A directress is often times guiding students through multiple subjects at one time. The ripple effect is commonly seen in a Montessori classroom. A directress that exemplifies clarity and firmness often times only has to correct a behavior for one individual, and that one correction positively influences the behaviors of the other students. Kounin’s model offers many great tools for the Montessori classroom and would be of great assistance in maintaining the freedom and flow of the Montessori work period.

Bibliography
Charles, C.M. Building Classroom Discipline: From Models to Practice,. New York: Longman Inc, 1989.
Eight Models of Discipline. n.d.
Kaufman, M., et. al. Managing classroom behavior. 1993.
Kounin, J. Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston, 1977.

Open Document