Behavior Management Models

← Back to document page

21Behavior Management ModelsChapter ObjectivesAfter studying this chapter, you should be able to describe what is meant by discipline, explain how assertive discipline is implemented, define logical consequences, illustrate how to implement the reality therapy model, specify the approach of love and logic, describe the Ginott model, characterize the Kounin model, depict the Jones model, explain what character education is, and describe two character education programs, characterize the pros and cons of each of these Models , list the five concrete recommendations to help teachers reduce common Behavior problems, define the behavioral model and its characteristics, describe the misunderstandings of the behavioral model, and specify the right to effective behavioral treatment and the right to an effective 1 Behavior Management Models 3OverviewThe topic of how to manage student Behavior ( , a clearly defined and observable act) in schools has been around as long as there have been schools.

Every year, “new and improved” behavior management approaches hit the schools only to be thrown out by the end of the year. There are at least five possible causes for this cycle. First, preservice teachers may not be trained well in behavior management methods. Typically, a single classroom management class that provides a superficial

  Management, Teacher, Classroom, Behavior, Classroom management, Behavior management