Theorists 

Proponents of Various Discipline Models

The Guiding Model  The Interacting Model  The Intervening Model 
Low Control Approaches  Medium Control Approaches  High Control Approaches 
Congruent Communication  Logical Consequences  Behavior Modification 
Haim Ginott  Rudolf Dreikurs  B.F. Skinner 
 Use sane messages   Teach in a democratic  Identify desired behaviors 
manner 
 Invite student  Identify and confront  Shape behavior through
cooperation  students’ mistaken goals  reinforcement 
 Express helpfulness and  Use logical consequences   Use behavior modification
acceptance  systematically 
     
Discipline as Self-Control  Cooperative Discipline  Assertive Discipline 
Thomas Gordon  Linda Albert  Lee and Marlene Canter 
 Identify problem  Establish a sense of  Recognize classroom
ownership  belonging  rights 
 Maximize communication   Build student self-esteem   Teach desired behavior 
 Use the power of influence   Promote cooperative  Establish consequences 
relationships 
Teaching with Love and Positive Classroom Discipline  Positive Discipline 
Logic 
Jim Fay and David Funk  Jane Nelsen, Lynn Lott, and H. Fredric Jones 
Stephen Glenn 
 Share control with students   Use classroom meetings   Structure classrooms 
 Maintain student self-  Exhibit caring attitudes and  Set limits and promote
concepts  behaviors  cooperation 
 Balance consequences with  Use management skills   Have back-up systems 
empathy 
Inner Discipline  Noncoercive Discipline  Discipline Without Stress 
Barbara Coloroso  Williams Glasser  Marvin Marshall 
 Enable students to solve  Provide quality education   Promote responsibility
problems  rather than obedience 
 Provide support and  Helps students make good  Guide and monitor
structure  decisions  behavior 
 Treat students with  Provide support and  Teach the social
dignity and respect  encouragement  development and
management system 
From Discipline to Discipline with Dignity   
Community 
Alfie Kohn  Richard Curwin, Allen Mendler,  
and Brian Mendler 
 Provide an engaging  Create a three-dimensional  
 curriculum  plan 
 Develop a caring  Establish a social contract   
community 
 Allow students to make  Teach students to make  
choices  responsible choices 

Classroom Management Theorist and Models

Theorist Model Basic Beliefs

B. F. Skinner Behavior Modification Educators use positive and negative
reinforcements or rewards and
punishments to modify or shape
students’ behavior.
Fritz Redl and William Group Life and Educators encourage students to
Wattenberg Classroom Discipline understand their behavior and actions. 
Understanding that student behavior
differs individually and as a member of a
group, educators support students’
unpleasant situations to modify
behavior.
William Glaser Choice Therapy and Schools help satisfy students’
Quality Schools psychological needs and add quality to
their life.  Educators teach, manage,
provide caring environments, and
conduct class meetings in a way that
adds quality to students’ lives.
Thomas Gordon Teacher Effectiveness Educators teach self-discipline,
demonstrate active listening, send “I-
messages,” and teach a six-step conflict
resolution program.
Lee Canter and Marlene Assertive Discipline Educators and students have rights in the
Canter classroom.  Educators insist upon
responsible behavior and use a
hierarchical list of consequences to
manage behavior.
Rudolph Dreikurs Democratic Teaching Misbehavior results from four major
causes (or mistaken goals).  Educators
use democratic teaching, logical
consequences, and encouragement rather
than praise.
Haim Ginott Congruent Educators demonstrate their best
Communication behaviors (harmonious with students’
Theorist Model Basic Beliefs
feelings about themselves and their
situations) and promote self-discipline as
an alternative to punishment.
Jacob Kounin Instructional Educators use effective instructional
Management behaviors (teaching techniques,
movement management, and group
focus) to influence student behaviors.
Richard Curwin and Allen Discipline with Dignity Educators protect the dignity of
Mendler students.  Teachers are fair and consider
individual situations (as opposed to rigid
rules), list rules that make sense to
students, and model appropriate
behaviors.
Frederic Jones Positive Classroom Positive classroom management
Management procedures affirm students.  Educators
set limits; build cooperation; and use
practical, simple, and easy-to-use
strategies.
Barbara Coloroso Inner Discipline Students are worth the time and effort it
takes to teach them responsible
behavior.  Educators avoid punishment
and evaluative praise.  Instead, they
model conflict resolution and use natural
consequences.