I have chosen to research the classroom behavior and management theories of Judicious Discipline and Love and Logic: Taking Control of the Classroom,. I will attempt to summarize, in some detail, the authors’ findings and compare and contrast their main points. I will discuss how these two models influence and agree with, or contradict my own behavior management beliefs. Furthermore, I address how these strategies can be used in the classroom and offer my suggestions on the usefulness or uselessness of these theories regarding my own personal philosophy of classroom and behavior management.
Summary of Models
Judicious Discipline (heretofore known as JD)
Citizenship is an important part of a student’s education. It is the crucial Character Education that ties us together as a society. It is reflected in every relationship that we have. JD formalizes citizenship. It discusses our rights and responsibilities as citizens. JD is a philosophy and a framework for classroom management and school discipline that is based on the United States Constitution’s Bill of Rights. How do we balance students’ rights with the rights and interests of society? Forrest Gathercoal, author of Judicious Discipline, presents a model that respects the rights of students and balances these human rights with the rights and interests of the rest of the students in the community, be that the school or the classroom. Teachers begin by teaching students about their personal freedoms.
The Bill of Rights was written to protect the three basic human values. These values are:
Ø Equality and
More specifically stated they include The First Amendment- freedom of speech, press, peaceful assembly, and religion; The Fourth Amendment- the right to privacy and freedom from unreasonable search and seizure; The Fourteenth Amendment- the right to due process and equal protection of life, liberty and property.
Students are then taught that rights in a democracy must always be balanced with social responsibilities. The rights and interests of a school's society can be summed up in four compelling state interests. They represent legal reasons why educational institutions operate and maintain safe, disciplined, and proper educational environments. The four compelling state interests serve as a framework for rules and expectations. Judicious Discipline presents four compelling state interests as the basis for classroom rules:
Ø Property Loss and Damage: an interest which acts as steward for the care and appropriate use of individual and state owned property.
Ø Threat to Health and Safety: an interest that serves a fundamental purpose of government to protect the health and safety of students who attend public schools.
Ø Legitimate Educational Purpose: an interest that keeps in countenance administrators', teachers', and the educational institution's license to make arbitrary decisions that are based on sound educational practice and...