ERIC Number: ED216163
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
Developing Student Discipline Models for Vocational Classroom Usage: A Theoretical Basis.
Patton, Gregory D.
In order to establish a theoretical basis for the development of a classroom discipline model that could be used by secondary vocational teachers, a study investigated the problems experienced by vocational teachers in maintaining classroom discipline, the causes of such discipline problems, and techniques used to rectify classroom discipline problems. In addition, the study analyzed and synthesized the underlying principles of various disciplinary techniques to develop a structural framework as the basis of related formal instruction for vocational teachers. Study findings were based on data obtained from informal interviews and questionnaires administered to 73 post-certification level students enrolled at McGill University. According to those surveyed, student inattentiveness, lack of student responsibility, excessive talking, and student aggression toward teachers are the major discipline problems arising in secondary vocational classrooms. The survey isolated 50 different causes underlying these problems. Based on the synthesis of those discipline strategies found to be effective by respondents, a model was designed for use by teachers in developing effective disciplinary skills. Key features of the model include an objective classroom monitor, a process referred to as monitoring, establishment of specific inservice training seminars, and trained followup specialists. (MN)
Descriptors: Change Strategies, Classroom Techniques, Definitions, Discipline, Discipline Problems, Educational Needs, Inservice Teacher Education, Models, Needs Assessment, Questionnaires, Secondary Education, Surveys, Teacher Attitudes, Teacher Characteristics, Teaching Methods, Teaching Models, Teaching Skills, Vocational Education, Vocational Education Teachers
Ministre de Education--Complex G, Quebec, Canada.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Ministry of Education, Quebec (Canada).
Authoring Institution: McGill Univ., Montreal (Quebec). Faculty of Education.