Welcome to the Discipline Beliefs analysis tool

TeacherMatters presents an interactive analysis tool to assist in discovering what discipline approach you tend to favor. This analysis tool is based on Wolfgang and Glickman's Beliefs on Discipline Inventory (1995).

While teachers entertain a wide range of beliefs about discipline, beliefs may be placed into three broad categories;

  1. The Interventionists (where teachers use Rules/Rewards-Punishment),
  2. The Non-Interventionists (where teachers value Human Relationships and Listening), and
  3. The Interactionalists(where teachers Confront, Contract and Negotiate).

All three approaches are essential and teachers ideally blend skills from each approach to perfect a balanced disciplinary style. Complete the survey below and find out which of these three approaches you tend to favor and discover the skills you need to improve upon to help you achieve better results in the classroom.

THIS SURVEY REQUIRES YOU TO MAKE FORCED CHOICES.

Instructions: For each item below select either the first or the second response. If you are uncertain, choose the response that is closer to your belief about how you teach, by clicking on the button next to that response.

1. I believe that:

Although children are able to think, they are not yet able to make rational and moral decisions.
    Students' feelings and thoughts must always be considered legitimate and valid.
2. Generally in my class:

    I tell students where to sit and what work to do.

    Student are able to negotiate their seating and work requirements with me.

3. I believe that:

    It is important, regardless of age, that students should be encouraged to make responsible choices and decisions.

    Teachers need to realize that the lives of their students are affected equally by events in and out of school.

4. When the level of noise in a classroom bothers me, I am more likely to:

    Negotiate with the students about the level of noise and attempt to come to a compromise.

    Allow the the noise to continue as long as it is not distracting students from their work.

5. If a student breaks the property of another, e.g. a CD player that a fellow classmate brought to school, I am more likely to:

    Reprimand both students, one for disrespecting the property of another, the other for breaking a rule that prohibits the bringing of CD players to school.

    Let the students (and possibly their parents) resolve the issue.

6. If students in my class unanimously agree that a classroom rule is unjust and should be removed, and I disagree with them, then:

    The students should replace the rule with one they have decided upon.

    The students and I should jointly come to a decision about the rule.

7. When a student does not join in a group activity:

    The teacher should encourage the student to participate.

    The teacher should attempt to identify the reasons why the student is not joining in and create opportunities to respond to those reasons.

8. During the first week of class, I am more likely to:

    Let the students decide whether or not they want to make class rules.

    Announce the classroom rules and inform students of the consequences.

9. I believe that:

    Students' creativity and feelings should be encouraged and nurtured as much as possible.

    Limits to behavior need to be set without denying students their sense of choice and decision.

10. If a student interrupts my lesson by talking to a another student, I am more likely to:

    Move the offending student away from the others and then continue the lesson.

    Berate the offending student and ask him/her how he/she would feel being interrupted.

11. I believe that:

    A good teacher is firm but fair when dealing with misbehavior.

    A good teacher discusses several alternative disciplinary options with a student who breaks a school rule.

12. When one of the more conscientious students does not complete work on time:

    I will assume the student has a legitimate reason and will accept the assignment when it is completed.

    I will tell the student that I expect work to be submitted on time and then, with the student, negotiate conditions for acceptance of late work.

Click on the Submit button to discover your Disciplinary Beliefs

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