Wednesday, December 5, 2012

Judicious Discipline

Due date: Wednesday December 5, 2012

You have been given time to write your response to the Judicious Discipline model demonstration in class:

Please create a comment to this posting and address the following:
1. Which key elements/themes/strategies in the model resonated with you?
2. What psychological lens would you use to describe the author's view of classroom management/guidance? [e.g. behavioural, constructivist - cognitive/socio cultural, humanist, social cognitive] and why?
3. Provide 1-2 examples of how you imagine integrating the key elements/themes/strategies you selected into your future practice.


  1. Nothing in excess: BALANCE.

    This is what JD practices. Yes students, you have your rights: freedom, justice, equality. But with these rights you must hold your responsiblities: property loss, educational purpose, health & safety, serious disruption.

    Students need responsibilities to be responsible.

    I agree that we are all inherantly good, but I also believe some students need traditional teaching and consequences. One should individualize their teaching for each student, but the entire classroom culture needs to be based on JD for this system to work.

    Nothing in Excess: Balance.

    1. Oh, and I will most def. post this "balance T picture" between Rights and Responsiblities in my classroom on an awesome poster.

  2. Key elements include:
    Desired Behavior
    Long Range Ed. Opportunities
    Class Rules
    Both Sides

    2. The lens specifically focuses on a balance of Rights & Responsibilities: General Welfare (Classroom constitution built by students-ownership of rules)

    Rights=Freedom, Justice, Equality
    Responsibilities=Property loss, educational purpose, health & safety, serious disruption

    My Role/Character-(The Back Talker) You are an angry person and do not like school; especially this class because you think it is boring. You are contstantly defying the teacher and talking back when asked a question; taking out your anger on everyone else. When cued, have an outburst on how you think this class is not worth your time and refuse to do all assignments.

    JD vs. Traditional-looking at my role specifically
    talking, asking Q's, references rights and responsibilities to classroom community, respecting others ability to learn, but still addressing that you are allowed to be angry about something (thats okay) just can't take away from other students' rights of learning vs. no tolerance and getting kicked out after a power struggle

    3. I think I will share a balance of both traditional and the JD model in my future practice. For me there is no set boundary/line or distinction, each circumstance is unique and requires an authentic approach whatever the situation is.

  3. 1. The theme that resonated with me the most was the idea of using positive behavior reinforcement to achieve desired behavior instead of using snap corrections. Instead of using, "don't do that!" you should use, "that's not what we do." This is important for me because I personally don't like being told what to do and I know that most people including my students feel the same. This way it seems more like a group correction on group rules and responses. Humans have a need for belonging and if they feel like an outcast then they will want to change the behavior to become an accepted part of the social group again.
    2. The author is most definitely a mixture between constructivist, cognitive, and socio cultural classroom management theories because the idea of making social corrections through positive behavior is a big part of this classroom management style.
    3. I think that I will definitely focus on using reinforcing positive behavior to challenge behavior problems in the classroom so as not to have an authoritative air in the classroom. I will probably also use the classroom rules agreement so that students can at least create their own environment and enforce their own rules. I know of one teacher who even has a mock court room weekly and student can bring court cases against others (not doing their part of a group project). This seems like it will bring them a sense of responsibility to go with their rights.

  4. My big take away from this model of classroom management or discipline, is that giving power and responsibility to students will create a classroom environment that will allow for equality and complete or near complete buy-in from all students.
    I think this approach contains an enormous amount of power. Allowing students to hold themselves, their peers, and the teacher accountable is something I hope to strive for within my classroom. The issue of time is a serious one however, if you give students a choice and frame conversations correctly the front loading is not as enormous as first thought. I maybe being completely optimistic however, I think I can incorporate aspects of this model into my teaching as soon as tomorrow and I can't wait to begin.

  5. 1. Which key elements/themes/strategies in the model resonated with you?
    The key elements that resonated with me is the balance of rights and responsibilities kind of like what Alex stated in his post. Students does have their rights as student, they do have equal opportunities, and they do have freedoms to do whatever what they want in the classroom setting. But with these freedoms, they must hold certain responsibilities of safety, classroom disruption, property damage, educational purpose, and many other rules.

    2. What psychological lens would you use to describe the author's view of classroom management/guidance? [e.g. behavioural, constructivist - cognitive/socio cultural, humanist, social cognitive] and why?
    I think this would fit the constructivist and behaviorist point of view with the essence of a socio and cultural background. The reason is that we want all our students to be in this constructive environment of self-relying on their actions to do good in the classroom. We expect it of them. We expect respect, equality, freedoms, and many other values that we hold in the classroom. However, some students strive to have their agenda and seek to gain out of the classroom.

    3. Provide 1-2 examples of how you imagine integrating the key elements/themes/strategies you selected into your future practice.
    -Have set rules stated in your classroom. Instead of saying "Do not run." Maybe say, "Please walk."
    -Monitor and adjust the responsibilities of these students.

  6. 1. I really liked the use of class rules that everyone is expected to invest in. Outlining the rights and responsibilities at the beginning seems like an important peice to having a cohesive classroom.
    2. I see Judicious Discipline as part of the constructivist approach. Students are seeking to construct meaning from their environment and this approach gives them a chance to do so.
    3. I have used something like this with my Advisory class. They were being extremely disrespectful towards me and their fellow classmates so I was difficult back. They, from the first minute of class (SSR designated time) were getting up from their seats, wandering the room, talking with their friends and asking to leave the classroom for a variety of reasons. They have a three minute passing time so I will normally let them use the restroom, eat a quick snack or get drinks of water during class. That day I wasn't going to and they reacted against that. Afterwards we had a discussion where they called me out for being disrespectful to them, and we had a conversation about what I did and how it made them feel. So, then I asked them about what they did to me and why they thought I did what I did. At the end of this conversation we had a written contract that outlined what I would do and what they would do. It took a stressful situation on both sides to make this happen though, and it would have been nice to avoid it but I am not sure if they would have understood my point without it.

  7. 1. That students are part of a judicious system and have right and responsibilities in the class room community. I like the idea that when disciplined students you are helping them to understand why their behavior was undesirable instead of just telling them to stop, and punishing continued behavior. I like that discipline is about desired behavior not the teachers individual expectations.

    2.I would say constructivist because this view on classroom management requires students to construct meaning about what it is to be a part of a well functioning society. The understand their rights but they must construct what it means for them to be responsible.

    3.Instead of saying a students actions are wrong because they hurt another student feelings, I'm going to lead them to work through why their behavior was undesirable in terms of the other students rights. I will also focus more on what the desired behavior would be. Another useful aspect of this management style was to validate everyone's feelings/ behaviors even if they were not desirable. Like Kellie did so well with Nicole's nut.