Session 10: E-Learning

·           Theories of Assertive Discipline (Lee Canter & Marlene Canter)

·           Theories of Democratic Teaching (Rudolf Dreikurs)

·           Theories of Discipline with Dignity (Richard Curwin and Allen Mendler)

• Theories of Inner Discipline (Barbara Colorosa)

E-Portfolio Activity for sessions 9 and 10

Consider the different discipline models you have been introduced to in both sessions. Write about what appeals to you and what you could apply in your classrooms (200 words).

Personally, I tend to gravitate towards

·           Theories of Democratic Teaching (Rudolf Dreikurs)

·           Theories of Discipline with Dignity (Richard Curwin and Allen Mendler)

I like Theories of Democratic Teaching (Rudolf Dreikurs) because it advocates treating all pupils with dignity and as individuals. I feel that when pupils lack the sense of belonging to the school/class, they act out behaviourally to gain attention, seek power, seek revenge and show inadequacy. This is a more positive spin on reasons why pupils misbehaviour. Rather than focusing on the negative aspects such as poverty and mental disabilities, I find that this theory focuses on the positive note that pupils want to belong, they want to be useful members of the school/class when given the right circumstances. Thus, as teachers, I feel that we should foster a communal environment and encourage them more than just praises.

Similarly, Theories of Discipline with Dignity (Richard Curwin and Allen Mendler) stresses positive motivation and recognises the need to tailor disciplinary approach to the specific child. In addition, it is an affirming approach to discipline that aims to promote respect for self and others. I agree with the basic principle under this model, “Responsibility is more important than obedience” as I feel that obedience is conditional. Once the IF statement is taken away, obedience falls flat. Responsibility on the other hand is internalized and the individual is more likely to self-regulate his/her own behavior based on his/her own belief rather than external factors.

In contrast, Theories of Inner Discipline (Barbara Colorosa)’s Three R’s of discipline: Restitution, Resolution, and Reconciliation seems more of the after-effect solution rather than preventive type. To amend the situation after the problem had already surfaced might be too late and I feel that the damage would have already been done. Nonetheless, this theory has its advantages such as categorising teachers into: Brickwall, Jellyfish, and Backbone teachers. I like this classification as the term is descriptive of the teacher. A brickwall teacher is the one who exercises ultimate control and power. Jellyfish teachers are inconsistent with classroom management. These two types of teachers would certainly face much difficulty when they try to implement the Inner Discipline model. A backbone teacher is one who instils structure and provides adequate support for pupils’ growth and development. By using natural or reasonable consequences, the teacher motivates students and facilitates their development of inner discipline. I like this part on imparting the value that one is worthy and capable of achieving to his best potential as it changes our mindset on what pupils can do and how we can stretch them.

Lastly, Theories of Assertive Discipline (Lee Canter & Marlene Canter) has research supporting its effectiveness in terms of reduction in inappropriate and disruptive behavior as well as positive influence on teacher’s attitudes towards discipline. However, I wonder if the basic teacher rights can be uphold in Singapore’s context. The challenge of stakeholders’ expectations and with the use of IT technology platforms to comment/complain/inform the masses, teachers may find that the scale is tipping towards meeting the needs of the child instead of as the theory suggests, to strike a balance between students’ optimal growth and the needs of the teacher. Yet, I believe that the needs of the teacher are of paramount importance. The incidence of teacher burn out is ever increasing; the consequences are dire and have severe repercussions such as resignation or venting one’s anger on the pupils. Thus, self-care skills should be taught to teachers and more support is needed from school administrators and parents to facilitate the teacher’s own learning and teaching.