Stages of Discipline Flashcards
What are the 4 Stages of Discipline?
- Stage 1: RECALCITRANT BEHAVIOR (The Power Stage: Might Makes Right!).
- Stage 2: SELF-SERVING BEHAVIOR (The Reward/Punishment Stage: “What’s in It for Me?”)
- Stage 3: INTERPERSONAL DISCIPLINE (The Mutual Interpersonal Stage: “How Can I Please You?”)
- Stage 4: SELF-DISCIPLINE (The Social Order Stage: “I Behave Because it is the Right Thing to Do.”)
What are the students’ characteristics for the Stage 1: Recalcitrant Behavior?
- Students are recalcitrant in their behavior.
- They often refuse to follow directions.
- They are defiant and require a tremendous amount of our attention.
- Out of fear of reprisal, they may follow the rules of others.
- Most youngsters have progressed beyond this stage by age 4 or 5, but a few older students still function at this level.
What are the implications for intervening with students at Stage 1: Recalcitrant Behavior?
- Assertive teachers with a constant eye on these students can keep them in line. Turn your back on them, and they are out of control.
- If these students want something, they usually just take it. They show very little concern for the feelings of others. They seek out extensions of power. Pencils, scissors, and rulers become weapons in their hands.
What are the students’ characteristics for the Stage 2: Self-Serving Behavior?
- They are a little easier to handle in the classroom.
- They represent only a small percent of the youngsters we teach.
- Kohlberg would classify them as having an individualistic morality.
- They can be very self-centered.
What are the implications for intervening with students at Stage 2: Self-Serving Behavior?
Like the power stage children, these youngsters need constant supervision. They may behave quite well in your classroom and then be out of control in the halls on the way to their next class.
What are the students’ characteristics for the Stage 3: Interpersonal Discipline?
- They make up most of the youngsters in our middle and junior high schools.
- They have started to develop a sense of discipline.
- They behave because you ask them.
- This is the mutual interpersonal stage.
- They care what others think about them, and they want you to like them.
What are the implications for intervening with students at Stage 3: Interpersonal Discipline?
- These children need gentle reminders. You ask them to settle down and they do. Assertive discipline works with these students because they understand it, but they rarely need such a heavy handed approach to classroom discipline.
- You need to let him know that his good behavior is important to you not only in your classroom, but in others’ as well.
- Nurture this youngster and you will see quick progress. Be unnecessarily assertive and he will slip back to Stage 2.
What are the students’ characteristics for the Stage 4: Self-Discipline?
- They rarely get into any trouble at all.
- They have a sense of right and wrong.
- Although many middle school and junior high school students will occasionally function at this level, only a few consistently do.
- These are the youngsters we enjoy working with so much. You can leave these kids alone with a project and come back 20 or 30 minutes later and find them still on task.
- They behave because, in their minds, it is the right thing to do.
What are the implications for intervening with students at Stage 4: Self-Discipline?
Students who function at this level do not appreciate assertive discipline. They are bothered by the fact that other students force teachers to use so much class time dealing with discipline problems.
