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 ...
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... 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.
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
Jones, V., & Jones L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th). Upper Saddle River, NJ: Pearson.
In this article, Harry Gracey made observations of a kindergarten classroom daily routine. Gracey implied that kindergarten is like boot camp for the entire educational system. It’s geared toward teaching children about learning rules, guidelines, and procedures that they would be expected to follow throughout their academic careers. Students are instructed to appropriately conduct themselves behaviorally and attitudinal for the “student role”, which, Gracey argues is to follow classroom procedures. This article indicates that a rigid social structure in the classroom, a way to successfully control and monitor the kid’s behaviors (Gracey 8).
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
pp. 309-329, 371-393, 241-259. Engleberg, I., Wynn, D., & Schuttler, R., (2003). Working in Groups: Communication Principles and Strategies (3rd ed.) Boston: Houghton-Mifflin.
Classroom management and challenging behaviors are the biggest concerns most teachers have today. The three behavioral theories describe above, I believe has had the biggest impact on how teachers try to change and deal with challenging behaviors today. The Psychodynamic, Behavioral, and Social Learning Models are based on that behaviors are learned, have a cause, or a reason. However, all three behavioral models fail to take into account how other factors can affect behavioral development such as disabilities, genetics, or economics. The biggest difference in all three of the behavioral models in how changes in behavior occurs. The Psychodynamic Model describes how in order to change current behaviors, a person must deal with and heal from
...arn appropriate behavior by observing teachers accomplishing a task while demonstrating the self-regulation needed to complete it. However, it is essential that the teachers remain consistent. They can also model socially correct responses by being active participants in conversations with their children and facilitating/mediating peer-to-peer support during times of conflict. For instance, the teachers will employ strategies to help the children come up with solutions to their own conflicts by asking questions. A good educator will allow the children freedom to test and try their solutions seek a different solution if the first attempt was not successful. This is often very effective at teaching children problem solving skills and also curbing the surge of emotion from their problem. Instead, the child will redirect their feelings and time towards fixing the issue.
My fundamental beliefs are that adults and children should have respect for one another treating people as individuals. I believe that we should model a sense of understanding, encouragement, trust, teamwork, and perseverance in all who we come in contact with. I believe that everyone has should have the opportunity to learn in a environment that is positive and encouraging. Recognizing my fundamental beliefs I know that in the Skinner-Rogers’ dichotomy that I fall on the Rogerian side of the scale. My beliefs are consistent with that of Rogers. I am also in favor of referent power and I would like to work with the students as an interactionalist. With all of these frameworks in mind I looked at a program that most fit my beliefs and frameworks. I believe that I can initiate the program of Glasser and use it effectively in my teaching situation. Many schools and programs regularly go through a process whereby they attempt to develop a new philosophical base and a different practical approach to working with students. Jones (1987) estimated that 80% of disruptive behavior is talking to each other, 15% out of seat, the remaining 5% is spent on note passing, playing with pencils or objects. The cost of student failure is absorbed. If we are losing 30 to 50% of our time keeping on task as a result of small disruptions, I would say to you that no other problem costs you 30 to 50% of your entire school budget. In keeping this in mind, I would propose that our middle school take a look at a program developed by Dr. William Glasser, M.D. His model is consistent with my own beliefs and would fulfill the vision that our school has developed. Integrated in Dr. Glasser’s model are Choice Theory (previously termed Control Theory), Reality Therapy, and the Quality School. Choice Therapy is an explanation of behavior, Reality Therapy is a process allowing Choice Therapy principles to be operationalized, and the Quality Schools represent the application of Choice Theory and Reality Therapy ideas in Education. William Glasser’s model involves the initiation of what he calls quality schools. Glasser (1992) contends that we must offer students an education that they can see will satisfy both their immediate and future needs. Students can only learn if they view their schools as a place that is at least potentially need satisfying. If students do not perceive what we are offer...
Edward Lee Thorndike was born in Massachusetts on August 31, 1874. He earned his education and degrees at Wesleyan University, Harvard, and Columbia University. In his lifetime, Thorndike had multiple honors and awards bestowed upon him for his contributions to science. Remarkably, while he has majorly influenced educational methods in the United States, Thorndike’s choice to follow a career in psychology drove from the opportunities presented more than his desires.
In the early years of children, issues of challenging behaviors are bound to surface due to the people in their environment such as peers and the teachers. With the focus steered towards the age group of 4 to 5 years olds, this essay discusses how peers and teachers can encourage the challenging behaviour of antisocial; the presence of antisocial (E.g. angry, destructive, or defiant) behavior and the absence of prosocial (E.g. communicative or compliant) behavior.
Pedota, P. (March/April 2007). Strategies for effective classroom management in the secondary setting. The Clearing House. 80(4), 163 – 166
...g, H., et al., 1970). The parents must also be aware that their desired reinforcements and punishments will be be only effective when the discriminative stimuli that were present during learning are present. The teachers must communicate how they are dealing with the children at the school, so that the parents can continue to enact the same consequences for the behaviors that the students are displaying. The parents should also look to partially reinforce their children’s acceptable behavior, this will allow the behavior to recur without having to reinforce the behavior every time (Abad, M.J.F., et al., 2009). The teachers must be aware that the aggression and theft will most likely increase dramatically initially, but the behavior will then decrease to an acceptable level if the forms of consequences that teachers select are successful (Lerman, D.C., et al., 1999).
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
Nelsen, J., Lott, L., & Glenn, S. (2000, p. xiii). Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in your Classroom. (3rd ed.). Roseville, California, USA: Prima Publishing
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control