ITIP=Instructional Theory Into Practice program attempted to translate findings in educational psychology into practical strategies that improved instruction.

Helped teachers understand the need to develop clear instructional goals, state these to students, provide effective direct instruction, and monitor students' progress.

Hierarchy of Needs

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Maximizing student egagement

Four areas of knowledge and skill

1) CM should be based on a solid understanding of current research and theory in CM and students' personal and psychological needs.

2) CM depends on creating a positive classroom climate and a community of support by establishing positive teacher-student and peer relationships' having positive involvement with students' parents and caregivers.

3) CM involves using instructional methods that facilitate optimal learning by responding to the academic needs of individual students and the classroom group.

4) CM involves the ability to use a wide range of counseling and behavioral methods that involve students in examining and correcting their inappropriate behavior.

Originator of Assertive Discipline method - "no student has a right to prevent a teacher from teaching or another student from learning"

Canter later stated:

"Imposing more and more rules and harsher consequences doesn't work.  Discipline should be built on a foundation of moral trust and respect."

Positive Behavior Support:

Schools will best serve students and our society most productively if they focus on producing not only good learners, but good people.

Schools are ideal places to nurture children's innate sense of caring and generosity of spirit.

Social Discipline model is based on the four basic premises of Adler's social theory.

1. Humans are social beings and their basic motivation is to belong

2. All behavior has a purpose

3. Humans are decision-making organisms

4. Humans only perceive reality and this perception may be mistaken or biased

The four goals of misbehavior are:

1. attention getting,
2. the contest for power,
3. seeking revenge, and
4. displaying inadequacy.

Dreikurs promoted the use of encouragement and logical (and natural) consequences rather than reward and punishment.

__________ body of work, known as Control Theory, was renamed Choice Theory

Choice Theory, states that a person’s behavior is inspired by what that person wants or needs at that particular time, not an outside stimulus. Glasser states that all living creatures control their behavior to fulfill their need for satisfaction in one or more of these five areas: survival, to belong and be loved by others, to have power and importance, freedom and independence, and to have fun

In order to possess high self-esteem, individuals need to experience a sense of significance, competence, and power.

Trust and personal involvement as well as a sense of accomplishment or competence if their needs are to be met.

Positive two-way relationship where both parties care about each other.

Each stage of life is associated with a specific psychological struggle, a struggle that contributes to a major aspect of personality. 

8 Stages of Psychosocial development

Developmental progression—from trust to autonomy, initiative, industry, identity, intimacy, generativity, and integrity—was conceived as the sequential reorganization of ego and character structures. Each phase was the potential root of later health and pathology. 

Three basic contracts between adults and children:

1. Responsibility-freedom = adults sensitively monitoring the child's level of intellectual, social, and emotional development in order to provide freedoms and and opportunities to exercise responsibility
2. Achievement-support = adults expecting age appropriate achievements and providing the necessary personal and material support to help children reach these goals.
3. Loyalty-commitment = Emphasizes adults expectations that children will respond with loyalty and acceptance of adults because of the time, effort, and energy adults give.

Expert in Early Adolescence

Adults fail to understand E.A.

School environments need to meet the needs for:

1. Diversity
2. opportunities for self-exploration and self-definition
3. meaningful participation in school and community
4. positive social interaction with peers and adults
5. physical activity
6. competence and achievement
7. structure and clear limits

The relationship between a teacher and a student is good when it has:

1. Openness or Transparency (so each is able to risk directness and honest with the other.)
2. Caring (when each knows they are valued by the other)
3. Interdependence (as opposed to dependency of one on the other)
4. Separateness (to allow each to grow and to develop his uniqueness, creativity, and individuality)
5. Mutual Needs Meeting (so that neither's needs are met at the expense of the other's needs)

Reality therapy is firmly based on choice theory and its successful application is dependent on a strong understanding of choice theory. 

Choice theory states that: all we do is behave, that almost all behavior is chosen, and that we are driven by our genes to satisfy five basic needs:

1. survival,
2. love and belonging,
3. power,
4. freedom and
5. fun.

"We should realize that a misbehaving child is only a discouraged child trying to find his place; he is acting on the faulty logic that his misbehaviour will give him the social acceptance which he desires."

"When a child is deprives of the opportunity to gain status through his useful contributions, the usually seeks proof of his status in class through getting attention"

1. Attention
2. Avoidance/Escape
3. Control
4. Revenge
5. Self-Regulation/Coping
6. Play

There are four beliefs that form the foundation of Love and Logic. They are:

1. "'Discipline is effective when it is a central part of learning.'
2. 'Misbehavior finds its roots in discouragement and control issues.'
3. 'Modeling of self-disciplined behavior is our best teaching tool.'
4. 'The most critical component of discipline is the relationship that is built between the teacher and the student'

There are also four principles of Love and Logic as listed in Discipline with Love and Logic by Jim Fay and Foster W. Cline, M.D., 1997. They are:

1. "The student's self-concept is always a prime consideration."
2. "The child is always left with a feeling that he/she has some control."
3. "An equal balance of consequences and empathy replaces punishment whenever possible."
4. "The student is required to do more thinking than the adult."