Discipline A Caring Balance

Assertive sort and Discipline with Dignity: A care Balance
Eva Eikel
Missouri Baptist University
ETOP 523 Classroom and Behavior Management
Professor Angela C. Robbins
June 12, 2007






Introduction
In this makeup I forget discuss Assertive Discipline and Discipline with Dignity. These are schoolroom and behavior solicitude models that are both very scholarly person focused. As you will see in this paper, they have similarities and differences both of which I feel are grievous in learning to befit an effective teacher in the area of schoolroom management. In researching these models, I found articles by both authors discussing the downfall of the opossing model and defending their own. Each severely believes that theirs is the best approach to classroom management. After reviewing and reflecting on these models, I feel that each plan has potential to increase student responsibility and on-task behaviors.
I think after reviewing each of these models, you will see that the some important factors in classroom management is both teacher confidence in the plan, and flexibility in continuing to change the plan to fit the wishings of the classroom as it changes. There will never be a plan that can be seeed that does not need evaluation or change.



As teachers, our classrooms continue to change as students grow and learn and as new students join the group throughout the year. I believe that the model you choose to implement is far less important than the attitude taken towards classroom management. If you feel that classroom management is a burden rather than an exciting challenge we face each day, you will most likely be burned out and leave the theater of operations of education. However, if you embrace the challenges we as teachers face each day, and look upon them as learning cognises to help mold the children that will inevitably become our leaders of tomorrow, you will find teaching an exciting, rewarding experience that never offers
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