Comparing Barbara Coloroso’s Inner Discipline and Lee and Marlene Canter’s Assertive Discipline Models

 

Comparing Barbara Coloroso’s Inner Discipline and Lee and Marlene Canter’s Assertive Discipline Models

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Abstract

Discipline in the classroom simply does not occur based on Pisano’s (2019) concept of correcting disruptive behaviors of students by making them obey classroom rules through punishment. The teacher should be well aware of the probable consequences that he may have to face while deciding to punish students. Consistency in the discipline process results in ineffective management of the classroom resulting in the student’s positive attitudes and behaviors (Wahlig, 2020). Quite often many teachers fail to meet their expectations due to many reasons despite the application of positive disciplining strategies. This write-up critically discusses the two significant models put forward by two discipline theorists for positive disciplining and declares the best approach for teaching and discipline philosophy.

Barbara Coloroso/Inner Discipline (The Guiding Method)

According to Churchill (2005), Barbara Coloroso rejects the process of disciplining students quickly with “quick fix” solutions. This is because inner discipline in students takes a longer time to correct their misbehavior (Edupedia, 2018). Her theory suggests any teacher to remain focused on identifying students' disciplinary issues and help them develop their self-discipline despite their mistakes in hand, guide them to think of solutions to correct themselves, and let the guide take responsibility for the choices they make so that their dignity remains intact (Classroom Management, n.d.).

For positive discipline to happen in the classroom, she suggested that the teacher should treat them positively, respect their views, and help them in decision-making so as to let them realize their dignity and self-worth and slowly develop self-discipline (Classroom Management, n.d.). They are to be helped in handling their own mistakes and meaningfully interact with their peers (Churchill, 2005).  According to her, a teacher should help students develop inner discipline with dignity, compassion, and care and provide a desirable degree of structure (Classroom Management, n.d.). She suggested that reward and punishment can be used by the teacher while controlling the classroom. As per Churchill (2005), providing a sense of power to students prepares them to be good decision-makers. Coloroso strongly believes that one should not help students rescue them from any bad decisions, but instead guide them to come up with new decisions that will ultimately solve their problem meaningfully.

Coloroso declares that teachers are of three types the first type of teachers are strict and rigid control them and dictate and always want them to follow their instructions. She called them “A teacher with brick-wall”. The second type of teacher she referred to as “A teacher who is inconsistent like a jellyfish”. Such teachers are unclear in providing rules and provide lesser guidance allowing freedom in the classroom (Edupedia, 2018). 

Lee and Marlene Canter/Assertive Discipline (The Intervening Model)

According to Lee and Marlene Canter’s philosophy about discipline, assertive discipline is dependent on the full cooperation that students need to give in the classroom setting in a firm and positive manner (Classroom Management, n.d.) whereby the teacher takes full control over the discipline in the classroom (Drew, 2020) but in a humane manner not in an authoritarian manner (Charles and Senter, 2005). They suggested that students are to choose their behavior responsibly so that they gain their self-esteem for academic success.

In the words of McIntyre (n.d.), talking about Canter’s view, the teacher should be involved in reacting confidently while handling the situation that requires immediate attention in the management of the behavior of his students is guided by set classroom rules and involved in providing concise and clear instructions based on the needs. Students with negative behavior experience negative consequences, but the teachers are well aware of psychological safety with high competency in addressing the disruptive behavior of the students. However, the teacher is not involved in threatening the students for corrective measures (Churchill, 2005). At the same time, teachers are also involved in providing positive feedback and recognition to their students through different means such as praising students for their well-maintained behaviors, notifying parents about their positive behavior, and providing privileges to those who do well with their behavior (Classroom Management, n.d.).

In the case of difficult students, Assertive Discipline (Canter, 2012) suggests that students should be called for teacher-student conferences to solve the problems through understanding backstories into the problems for positive support to mend student’s behavior with minimal disruption to the lesson.

Comparing and Contrasting Inner Discipline with Assertive Discipline

Comparing Inner Discipline with Assertive Discipline, both models correct the behaviors of students in the classroom and excelling behavioral output in achieving academic excellence. They try to identify a student’s problem areas and disruptive behaviors for the intervention and rectification processes with an emphasis on positive reinforcement so that students behave well in their learning process for meaningful learning output. However, the degree of teacher’s and student’s control plays a vital role in both cases. The degree of the teacher’s control is higher in the case of assertive disciplining than inner disciplining whereas, the degree of the student’s control is lower in the case of an assertive discipline system than the inner discipline system.

The inner discipline system is based on Humanistic and Psychoanalytical thought where children try to develop themselves through the utilization of their inner force for personal growth and they master their destiny through the self-directed process (Classroom Management, n.d.). The relationship between the teacher and the students is strong in this case because students are able to express their feelings and thoughts for the further learning process. Sometimes the classroom can become disruptive due to the fact that students enjoy the freedom.

On the other hand, an assertive discipline system is based on the behavior of the students where children try to develop through guided conditions, making them dependent on external forces in the management of their discipline (Classroom Management, n.d.). Teachers are the driving force in such discipline models because they design the rules, rewards, and punishment system based on the student’s behavior in the classroom.

The Positive and the Negative Aspects of the Inner Discipline model with the Assertive Discipline model

Inner discipline carries both the positive and the negative aspects during the utilization of the classroom management model. The positive about this model is that it trains students to be responsible in making decisions through self-reflection ultimately enabling them to learn from their own mistakes for success to achieve (WordPress, 2016). Students can sense themselves to identify their positive power for success in life, making them independent decision-makers because due to freedom being given to them, they are not, in any case, provoked through punishment that demotivates them. Moreover, they are involved in problem-solving processes in preparation for their own life (WordPress, 2016).  However, the negative aspect it shares is that it creates room for students to manipulate the reasons they provide in hiding their disciplinary issues enabling them to remain behind with their self-morals. This model is slow in letting difficult students attain perfection because as per my observation, contemporary students are hyper in action and take quick decisions.

Similarly, assertive discipline too carries both the positive and the negative aspects. The positive about this model is that the teacher can be able to make his classroom productive by being vigilant and enforcing continuous intervention. Moreover, the easy and structured rules enable the classroom to have a better classroom culture because the reward and punishment system is systematically carried out through the recognition and rectification system. However, it limits students to the set rules which often pulls down the self-esteem of the students who are caught with the disciplinary issues demotivating them (The International Child and Youth Care Network, 2013).

One Model as the best Approach for My teaching and Discipline Philosophy

One model as the best approach for my teaching and discipline philosophy is an assertive discipline model in which I would have control over my classroom for any misconduct and ensure a better learning experience. It would ensure guided positive involvement of students in any activities conducted for the students. Every student in my classroom would be aware of the rules and their consequences and they would not try to bridge the rules because there would be consistent follow-up to influence a student’s behavior (Wikipedia, 2021).

I still remember my bygone days as a student when our science teacher was very strict with the classroom rules and we as students always did our work on time, never delaying any given task with the fear of getting punished. Although it sounds rigid, our consistent participation enabled us to pass well in every grade without hindrance. It was also observed that no one in the class tried to misbehave. However, my Geography teacher was easygoing, believed in us, and never tried to intervene with our disciplinary issues. Quite often, many children were found misbehaving, bunking from the class, and inconsistent in submitting their tasks on time. Somehow, I noticed that there were some students in the classroom who cheated daily in one way or the other way. The result in geography was not always impressive due to maximum failure in the classroom. Thus authorities in the classroom would always contribute to positive discipline. Mostly, with the hope of getting some reward, we always maintained discipline in the classroom. As a teacher now, I follow the assertive discipline model, and even today, I always find my classroom atmosphere encouraging because, at the same time with the rules, I also try to create a friendly atmosphere to not let students feel the gap between me and my students. I never see any students without home tasks and can see maximum student participation during the activities because they know that they benefited in one way or the other way for behaving well in the class.  Thus, I agree that assertive discipline is the best solution to overcome problems in the classroom because I have seen it and have experienced it both as a student and as a teacher.

 

Reference

Canter, L. (2012). Assertive Discipline. Retrieved September 15, 2021 from https://leecanter.weebly.com/

Charles, C. M., & Senter, G. W. (2005). Building Classroom Discipline. Retrieved September 15, 2021 from https://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/  Readings/CanterChapter.pdf

Churchill, W.  (2005). Managing the Classroom Environment. Retrieved September 14, 2021 from https://us.corwin.com/sites/default/files/upm-binaries/4932_Moore_Chapter_13.pdf.

Classroom Management. (n.d.). Models of Discipline Chapter 2. Retrieved September 14, 2021 from https://sites.google.com/site/secondaryteacher486/classroom-management/models-of-discipline-low-approach

Drew, C. (2020). 11 Key Features of Assertive Discipline Theory. Retrieved September 15, 2021 from https://helpfulprofessor.com/assertive-discipline/

Edupedia. (2018). What is Inner Discipline. Retrieved September 14, 2021 from https://www.theedadvocate.org/edupedia/content/what-is-inner-discipline/

Pisano, G. (2019). Classroom Discipline: Definition & Strategies. Retrieved September 7, 2021 from https://study.com/academy/lesson/classroom-discipline-definition-strategies.html

The International Child and Youth Care Network. (2013). Classroom Management. Retrieved September 15, 2021 from https://assertivediscipline.weebly.com/what-are-the-pros-and-cons.html

Wahlig, H. (2020). Types of Discipline in the Classroom. Retrieved September 14, 2021 from https://classroom.synonym.com/types-discipline-classroom-6630810.html

Wikipedia. (2021). Assertive discipline. Retrieved September 15, 2021 from https://en.wikipedia.org/wiki/Assertive_discipline

WordPress. (2016). Inner Discipline Classroom Management. Retrieved September 15, 2021 from https://wordpress6481.wordpress.com/pros-and-cons/