Textbook Notes (280,000)
CA (170,000)
U Windsor (800)
46 (100)
Brown (10)
Chapter

46-333 Chapter Notes -William Glasser, Glasser'S Choice Theory, Total Quality Management


Department
Psychology
Course Code
PSYC 3330
Professor
Brown

This preview shows pages 1-3. to view the full 13 pages of the document.
PSYCHOLOGY NOTES:
There are 3 headings and each theory falls under one of them:
Management theories: Behaviour modification and assertive discipline
Non-directive: Democratic discipline, Choice theory and positive behaviour
leadership.
Leadership theories: Teacher effectiveness training, Responsible thinking
Process and Pain.
1. Explain the positive and negative effects of practice for providing students
with rewards to shape behaviour.
-Behaviour modification model:
Introducing rewards is referred to as positive reinforcement.
Withholding punishment is known as negative reinforcement.
MANIPULATION OF REWARDS AND PUNISHMENTS:
Increase Appropriate Behaviour:
Introduce rewards = POSITIVE REINFORECEMENT
Withhold punishments= NEGATIVE REINFORCEMENT
Decrease inappropriate behaviour:
Introduce punishments = PUNISHMENT
Withhold rewards= ATTENTION WITHDRAWAL, RESPONSE COST &
TIME OUT.
There are four types of REINFORCERS:
-Tangible reinforcers, i.e. stickers, lollies, star, etc.
-Acknowledgement of effort and good work, i.e. Supportive gestures,
supportive verbal or written comments, high fives etc.
-Individual activities as reinforcers, i.e. free time with peers or teacher,
enjoyable work, listening to music, going first, visiting library, etc.
-Group activities as reinforcers, i.e. system of merit points, group games,
class party, excursions, treasure box, etc.
Some problems with rewards:
- It us assumed that rewards will increase the quality and quantity of children’s
school work, in addition to eliminating discipline problems, without doing any
harm.
- The more rewards used, the more they seem to be NEEDED. Whereas children
may be inclined to learn without being rewarded before rewards are instituted,
afterwards they may refuse to learn WITHOUT them.
- External rewards may create sine unanticipated problems for teachers who use
them in the classroom. They may undermine intrinsic motivation and cause
children to lose interest in learning without rewards being supplied. They may
also reduce the quality of work the children do.
Advantages:
- Rewards may be effective in the short term

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

- Helps students learn to distinguish acceptable behaviour rapidly
- May reduce the incidence of the inappropriate behaviour in all class members.
2. Describe how the following song lyrics could be used to explain assertive
behaviour:
You got to accentuate the positive
Eliminate the negative
And latch on to the affirmative
Don't mess with Mister In-Between
No, don't mess with Mister In-Between
Assertive behaviour: Clearly communicating wants and feelings to students and
indicating a willingness to back up own words with actions if necessary.
Accentuating the positive would mean to FOCUS on the positive
Eliminating the negative would be getting RID of the negative
Latching on to the affirmative would mean to MAINTAIN and GRASP
the affirmative.
Don’t mess with mister in-between, focus on the positive, get rid of the
negative, maintain the affirmative and leave it at that.
Assertive Discipline:
- Students and young people need adults to set and enforce strict limits.
- Students must be forced to comply with rules
- Students cannot be expected to determine appropriate rules and follow
them
- Teachers have their own needs and rights and cannot allow students to
choose disruptive behaviours
- Teachers (supported by parents) must enforce rules.
Teachers may respond to student’s actions in one of three ways. They may be:
- Non-assertive: Non-assertive teachers fail to let their students clearly
know what they want and what they will not accept
- Hostile: Teachers who use hostile response style address students in an
abusive way; they make derogative remarks and often lose their temper.
- Assertive: When teachers respond assertively, they clearly communicate
their wants and feelings to their students and indicate a willingness to
back up their words with actions if necessary.
Preventive Strategies:
The establishment of firm rules gives assertive discipline a somewhat preventive
orientation. When students’ know the rules and associated punishments, these
punishments act as deterrents. If the punishments are visible enough and applied
consistently, many students will try and avoid them.

Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Corrective Strategies:
1. Create positive student-teacher relationships
2. Establish rules or expectations
3. Track misbehaviour
4. Use negative consequences to enforce limits
5. Implement a system of consequences
6. Establish strong parent support.
The above strategies interlace with the following song lyrics:
1. Accentuate the positive
2. Eliminate the negative
3. Latch on to the affirmative
4. Don’t mess with mister in-between
School-wide strategies:
Assertive discipline can be organised on a school-wide basis.
Step 1: create rules- these rules usually define unacceptable behaviour on the
school grounds, in the hallways, in the lunch room, playground and even off the
school grounds when children are travelling to and from school.
Step 2: Negative consequences for violating school-wide rules are similar to
those implemented in individual classrooms. Children are given a slip for each
rule violation, each slip has a consequence.
Some issues to consider with assertive discipline:
- Power-based model: emphasised obedience to authority in preference to
teaching students to be responsible.
- Research into assertive discipline: It was found that there was a general
lack of focus in these studies on evaluating the effectiveness of assertive
discipline.
- Short-term versus long term effects: Emphasise on the use of rewards in
order to condition students to act appropriately. While assertive discipline
does work, by ignoring the causes of the problems, it is merely treating
the symptoms of the maladaptive behaviour.
- Functionality: Rules, consequences, rewards and recognition need to be
modified to suit the different ages, needs and interests of the students, but
the essential principles of the model remain unchanged in different
contexts.
- Model Cohesion (unity) : a cohesive and thoughtfully constructed
personal philosophy of classroom management can provide the
foundation from which teachers make classroom management decisions
and respond to instances of student misbehaviour.
- Use of punishment: Assertive discipline relies heavily on punishment and
negative consequences to improve students’ behaviour.
- Use of assertive discipline by student teachers: Students may get
confused as they are not used to it.
You're Reading a Preview

Unlock to view full version