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Essay / Research Paper Abstract
7 pages in length. Kohn (1996) considers conventional methods of assertive discipline to be nothing more than "a collection of bribes and threats whose purpose is to enforce rules that the teacher alone devises and imposes" (p. PG) that do little else but teach the student how everything in life can be negotiated by way of manipulation. The fundamental purpose of Kohn's model is to encourage responsibility and self-discipline without the use of what he perceives as controlling methods of reward and punishment. Bibliography lists 5 sources.
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7 pages (~225 words per page)
File: LM1_TLCKohn.rtf
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that do little else but teach the student how everything in life can be negotiated by way of manipulation. The fundamental purpose of Kohns model is to encourage responsibility
and self-discipline without the use of what he perceives as controlling methods of reward and punishment. What Kohn (1996) noticed as a teacher in his own classroom is that students
do not act out because they were bad kids but because they were not being academically or mentally challenged by the learning material. Coupled with the fact that teachers
who abandon their control-management approach realize a much greater cohesion of cooperative students, Kohn (1996) realized that the entire concept of asserting power of behavior reaps just the opposite of
what the objective strives to achieve. "I realized that the discipline problems I had experienced with some of my own classes were not a function of children who were
insufficiently controlled but of a curriculum that was insufficiently engaging. (The students werent trying to make my life miserable; they were trying to make the time pass faster.)
It occurred to me that books on discipline almost never raise the possibility that when a student doesnt do what he is told, the problem may be with what he
has been told to do--or to learn" (Kohn, 1996, p. PG). Myriad ways exist as a means by which to implement Kohns model, and it is important to note
how they are not all restricted to the conventional classroom environment. Learning occurs in countless situations where students are not lined up in desks and compelled to focus upon
the days oftentimes less-than-stimulating lesson plan. For example, the intrinsic connection between mental and physical health is an undeniable alliance; that at-risk youth respond favorably to recreational programming speaks
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