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Module Three |
Activity Three: Preventive, supportive and corrective discipline |
Corrective: The third face of Wolfgang’s model to discipline, known as the Rules and Consequences Face, is basically a controlling process. If a student breaks a rule, he has to bear the consequences. So under-age smoking may land an adolescent in the juvenile court and cheating in examinations could lead to parent involvement at the school. This form of discipline can succeed in fostering in our students the values of respect, self-discipline, social responsibility and moral integrity, the foundations for character building and affective education.
Adapted from http://www.cdtl.nus.edu.sg/brief/v5n5/5-5-1.htm
References
George, R.L. & Cristiani, T.S. (1995). Counseling: Theory and Practice.
Allyn & Bacon.
Gladding, S.T. (1992). Counseling: A Comprehensive Profession. New York: Macmillan.
Glasser, W. (1965). Reality Therapy. New York: Harper Collins.
Glasser (1972). The Identity Society. New York: Harper & Row.
Hoover, R.L. & Kindsvatter, R. (1997). Democratic Discipline: Foundation
and Practice. New Jersey: Prentice Hall.
Kounin, J.S. (1970). Discipline and Management in Classrooms. New York: Holt,
Rinehart & Winston. Ministry of Education. (1997). To Care is to Discipline:
Guidelines for School Discipline. Singapore: Ministry of Education.
Rogers, C. (1951). Client-centred Therapy, Boston: Houghton Mifflin.
Tan, E. (2002). ‘Counselling Psychology in Singapore: Development, Issues
and Challenges’. In Tan, A.G. and Goh, M. (Ed). Psychology in Singapore:
An Emerging Discipline. Singapore: McGraw Hill. 83–101.
Weinstein, C.S. (1997). Secondary Classroom Management. New York: McGraw-Hill.
Wolfgang, C.H. (1999). Solving Discipline Problems: Methods and Models for Today’s
Teachers. Allyn and Bacon.
Wubbolding, R. (1991). Understanding Reality Therapy. New York: Harper Collins.
From http://www.cdtl.nus.edu.sg/brief/v5n5/5-5-1.htm
Directions: Based on this reading, develop three lists. Entitle
them
| Preventive | Supportive | Corrective |
| 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. |
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. |
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. |
Define each, and then develop at least ten items under each list that meet
the definitions suggested.