Teaching Discipline a Positive Approach for Educational Development

Rating:
Summary: Behavior Modification
Review: Teaching/ Discipline by Madsen and Madsen Teaching/ Discipline: A Positive Approach for Educational Development, Fourth edition by Clifford Madsen and Charles Madsen Jr. is a thought provoking book that challenges teachers to take an in depth look at discipline approaches, conceptual learning designs, student and teacher behaviors, behavioral principals, and observational techniques. The design of the text introduces the reader to various concepts and ideas. The authors divided the book into four parts that are imperative to understand for educators. The first part is titled "teaching and discipline". The second part is an application of behavioral principals through the changing of incorrect associations. The third part alludes to the developing of responses through a positive approach. The final part is a manual for developing observational techniques. Madsen and Madsen partition the book further into ten chapters. Questions at the end of each chapter are thought provoking and encourage the reader to transfer learned concepts to the readers general subject area. Madsen and Madsen include several learning activities for every chapter to illustrate and solidify concepts and ideas.

Chapter one addresses teaching as a form of discipline. The authors' concept of discipline includes classroom control and delivery of subject matter. They believe that teachers are responsible for developing clear concepts of social and educational values. Educators must also consider what techniques to use to impose those values on their students. A series of essays each begin with a question. The body of the essays leads the reader to the authors' conclusions through well thought out illustrative stories/ examples and/or logical reasoning. Examples of essay questions include, what is our intention, what is effective teaching, why do we discipline. A summarized answer concludes each essay. Learning activities on the dichotomy and the differentiation of values conclude the chapter.

Chapter two discusses the relationship between discipline and learning. As in chapter one the authors provide essays to illustrate their points. The essays cover a variety of topics including: student assessment while avoiding the compilation of a student history, structuring subject matter and behavioral responses into small steps beginning at the student's level, establishing desire to learn though extrinsic then intrinsic rewards, and establishing that the teacher decides what is to be leaned. Learning activities explore spheres of influence and development of techniques for special learners.

Chapter three probes the structuring of academic and social learning by using behavior modification techniques. Instilling discrimination and forming correct relationships as a foundation for student learning is emphasized. Essay topics include applications of responses for both academic and social modification, importance of weighing merit and demerit systems, and keeping accurate records when measuring behaviors using time intervals. Learning activities investigate the translation of ideas/ values into the measurement of observable behaviors. Chapter four examines behavior as the result of reinforcement history. Essays investigate the following ideas: significance of arranging the school setting to encourage student learning and using structured contingencies in the conditioning of student behavior. Learning activities include introducing conceptual behavior analysis and creating outlines of sequential results to unravel problems.

Chapter five explains the significance of adopting scheduled responses for students. The essays illustrate the need for consistency in developing good student habits, pinpointing behaviors/ goals to be eliminated and new behaviors/ concepts to be learned, using recorded assessment of behavior over time, developing appropriate approval and disapproval reinforcers, and measuring behavior to evaluate the effectiveness of treatments. Learning activities investigate the use of different reinforcement schedules and methods.

Chapter six begins the part of the text on applying behavioral principals. The chapter provides one hundred and twenty examples of pinpointed behaviors and academic goals with results from the record process, applied consequates, and the final evaluation. The examples are grouped according to school level appropriateness: preschool, primary, middle, high school, and adult. The intent of the grouping was to present issues in a progression of complexity and difficulty. Madsen and Madsen comment that the examples demonstrate effective behavioral changes however they don't necessarily agree on the solutions from an ethical/ values standpoint. Each example encourages the reader to make a scientific or professional application (transfer). Learning activities include ranking the pinpoint examples based on several criteria and developing a program for self-modification.

Chapter seven begins the part on developing a positive approach. The chapter includes numerous examples of approval and disapproval responses using words, sentences, symbols, expressions, proximity, activities, privileges, and material things. Learning activities include choosing approval and disapproval reinforcers for a variety of pinpoints and a test over chapters 1-7.

Chapter eight begins the part on developing observational skills. Entitled learning though observation the chapter covers the implementation and practicality of a variety of different observation instruments. A suggested list of materials and equipment for observation is provided as well as a set of parameters for observer behavior. The analysis of observations for reliability is also discussed. Learning activities include using sample observation forms and performing peer group observations. Chapter nine and ten cover a variety of methods and terminology for teaching consequate-orientated behavior and provide experimental designs for modifying behavior. Learning activities include developing a shaping procedure, identifying behavioral principals in given examples, and investigating the moral and ethical responsibilities of being a teacher.

Teaching/ Discipline A Positive Approach for Educational Development, Fourth edition is a commendable example of logical thought, effective observation methods, illustrative activities, and digestible explanations of behavioral concepts. The writing style is direct. The application of concepts and the unique question answer essays provide a distinct testimony to the knowledge of the authors. Teaching/ Discipline furnishes educators with a thought provoking text that challenges the reader to reconsider their approach to the profession and prove the effectiveness of their methods using quantitative documentation and investigation. The proof of what students and teachers are learning can be measured. Madsen and Madsen's manuscript is a valuable introduction to behavioral ideas for any person that strives to become a more effective teacher, parent, spouse, or leader.