Behavior+Model+Comparison

Fred Jones developed his model by observing teachers and students in classrooms. He noticed the things teachers did well and did not do well and students behaviors built his model around these observations. The main components of the Fred Jones Model are using effective body language, using an incentive system, and helping individual students in an efficient manner. || || Rudolf Dreikurs believed that discipline is highly correlated with mutual respect. When students feel that they are respected they will behave constructively due to their high sense of social interest. Dreikurs also felt that students needed to feel they are valued and that they truly can contribute to classroom activities. Students misbehave when they are not able to gain their genuine goal of belonging. || || This model views groups as an organism. It is based on the idea that people in groups behave differently than they would individually. Therefore, teachers will need to have a highly developed insight into the working attitudes of different groups within the class. Group behavior is also influenced by how the students perceive the teacher. Groups create their own psychological forces that influence behavior. || || This model is based on work done by B. F. Skinner, who is the father of behavioral psychology. It has a few basic principles. Most importantly, behavior is conditioned by consequences. When training a behavior, a reinforcent must be given each time the behavior is performed. Behavior can be maintained by irregular reward, but will be weakened if it is not reinforced. Behavior can also be weakened if followed by a punishment. In the classroom setting, this model is called behavior Modification. || || Jacob Kounin developed this model after doing research in the 1970's. It was commonly believed that learning and discipline were separate entities, however Kounin found that they were actually quite closely related. Kounin found that teachers could be proactive in their discipline strategies by being organized, prepared, and keeping students actively engaged. . ||  || The subject of discipline is a matter of continuing and great concern in schools. Parents and community members see the need for the exercise of appropriate and effective discipline in schools as perhaps the major topic in need of urgent attention by school administrators. According to Canter, schools and teachers deserve part of the blame because of mistaken ideas about discipline have led educators to be hesitant in controlling behavior. ||  ||
 * || Model & Link || Image ||
 * Dr. Fiegen || The Jones Model:
 * Indahl, Darin K. || The Dreikurs Model
 * Indahl, Darin K. || The Redl and Wattenberg Model__
 * Pheneger, Amy J. || The Neo Skinnerian Model -
 * Pheneger, Amy J. || The Kounin Model:
 * Indahl, Darin K || The Canter & Canter Model
 * Pheneger, Amy J. || The Glasser Model

Dr. William Glasser is a psychologist and educator who believes that behavior is a choice driven by feelings and needs. His work in school discipline has two main focuses. The first is to provide a classroom environment and curriculum that motivates students and reduces inappropriate behavior by meeting student’s basic needs. The second is on helping students make appropriate choices in their behavior that will ideally lead to personal success. || || ||
 * Dr. Fiegen || Curwin Mendler Model: Discipline with Dignity - The Curwin Mendler Model focuses on developing the students logic of dignity along with giving the students inspiration and optimism.This model uses three dimensions to deal with the students unacceptable behavior: prevention, action, and resolution. || [[image:seed440fall2011/DrCurwin.jpg]]