Decisive Discipline Rogers

Decisive Discipline Rogers (2003, 2007, 2011)

This is a very practical model that draws on a number of theorists and is based on the interrelationship of rules, rights and responsibilities. Rogers' practical approach includes:

(i) expect disruption and respond according to the level of disruption - (a) low level or (b) high level:

(ii) try to decipher the reason for the individual student's behaviour and

(iii) how they are different from those who do not exhibit those behaviours:

(iv) acknowledge which type of teacher you are. this determines what action you will take to discipline the student:

(v) understand that teachers are part of the classroom ecology and can be predominantly proactive or reactive;

(vi) decisive teachers plan and respond in specific ways. They determine how intrusive to be according to the degree of disruption caused, have a step-by-step plan in place for dealing with disruption that is skilfully graduated from least intrusive (ignoring the behaviour) to most intrusive (invoking a severe penalty). They understand that implementing their plan requires specific communication skills such as appropriate language use, close proximity to the misbehaving student, use of hand gestures and body language and eye contact. The intervention plan is to be implemented consistently with fair warning, calmly and without malice or prejudice.

Criticism

The lack of an underlying, uniting principle or theory is considered problematic, as is the use of humour. Whilst humour is generally agreed to be positive, it is a very personal trait and does not lend itself easily to transfer. What is funny to one person or in one situation Is not to others. What one teacher can do humorously may not work.