Management Theories
Theorists
Skinner
RogersKouninKohnGibbs
BrophyWong
JonesMendler and Curwin
GlasserGordonHewitt
CanterDreikursBennett
Skinner – Behavioural Management
Definition: The practice of providing consequences for both positive and negative behaviour.
The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behaviour.
Skinner – Behavioural Management
This model of classroom management is also known as:
behaviourism behavioural techniques behaviour modification social-learning theory
Classroom Management with a Preventative
Approach Carl Rogers Jacob Kounin Alfie Kohn Jeanne Gibbs Jere Brophy Harry Wong
Carl Rogers Experiential Learning and Self-
Actualization Experiences need to be relevant, non-
threatening and participatory Teachers need to be real, prize students,
empathetic and understanding All students strive for self-actualization
and self-fulfillment
Jacob Kounin Effective Teaching includes group
alerting and accountability, high participation and smooth transitions
Effective teachers are ‘withit’, use the ripple effect, overlapping and they don’t dangle, flip flop or get distracted
Alfie Kohn Beyond Discipline: From Compliance to Community” There is a difference between ‘working with’ and
‘doing to’ classes ‘Doing to’ classes include compliance, punishment
and rewards, grading and reliance on marks or test results
‘Working with” classes include active participation, high interest, discovery, and love of learning
Jeanne Gibbs “Tribes” theory includes an emphasis on active
listening, appreciation, mutual respect, the right to pass, a helping attitude, setting goals, monitoring progress and celebrating accomplishments
Tribes’ focus is on learning, a caring culture, a community of learners and student-centredness
The curriculum includes social learning skills Tribes training includes various school groups
including parents and administrators
Jere Brophy “Classroom Strategy Study” Good teaching includes enthusiasm, instructional
goals, organization, and teacher as problem-solver Good teachers present the concepts, include
discussions and activities and give assignments to practice new knowledge
Assessments are used to provide feedback, to note the zone of proximal development and to develop/revise the curriculum
Students need to see the purposefulness of the curriculum
Harry Wong ‘The Effective Teacher’ videos and ‘The First
Days of School’ book The first impressions are lasting Classes need only 3-5 rules and the size of
groups is determined by the roles to be assumed
Important aspects of a class are teacher readiness, meeting students, a seating plan, ‘bell work’ and immediate feedback
Preventative and Reactive Strategies
Richard Mendler and Allen Curwin William Glasser Fred Jones Thomas Gordon Jean Hewitt
Mendler and Curwin “Motivating Students Who Don’t Care” ‘Discipline with Dignity’ To motivate students: be a role-model.
nurture responsibility not obedience, be fair, give natural and logical consequences, be private, try for win-win situation, control anger, diffuse power struggles and develop a plan
William Glasser Reality Therapy -Control/Choice Theory All humans have a need for love a feeling of self-
worth Steps: build a relationship, focus on behaviour not
person, give student responsibility and evaluation, develop a plan, student commits to plan, follow-up and follow-through, move beyond class if necessary
Emphasize effort ( redo, retake, revise), create hope, respect power, build relationships and express enthusiasm
Fred Jones“Positive Classroom Discipline”:The teacher
systematically strengthens desired behaviour while weakening inappropriate behaviour by using proximity control, negative reinforcement, incentives, body language and peer pressure.
Jones’ Four Step Model
1. Classroom Structure: setting up classroom rules, routines and the physical environment
2. Limit Setting: rule reinforcement through the use of body language, and low-key responses
3. Responsibility Training: establishment of group rewards or incentives to create group responsibility and accountability for behaviour
4. Back-up System: hierarchic organization of negative sanctions, a) Private with Student, b) Public within Classroom, c) Public with Two Professionals
Thomas Gordon Teacher Effectiveness Training (T.E.T.) Based on the philosophy of Carl Rogers-children are inherently
rational and if directed and forced teachers by teachers, they will be stifled
Assumptions: student is internally motivated to be good, should be supported by an accepting relationship and is capable of solving own problems
Teachers are taught to: observe the behaviour, identify who owns the problem, demonstrate understanding, be understood, confront if necessary and use win-win problem-solving
Curriculum design involves structured activities, student ownership, communication and analysis of learning
Jean Hewitt “Playing Fair” Based on the society’s concept of “fair “ behaviour Steps: create positive environment, support student
efforts for self-control,deal with problems immediately and monitor the class
All consequences should create learning Have specific rules that consider safety and well-
being of others Avoid confrontations, power struggles or rumours
Reactive Strategies Lee and Marlene Canter Rudolf Dreikurs Barrie Bennett and Peter Smilanich B.F.Skinner
Canters’ Assertive Discipline
Definition: The teacher’s response style sets the tone of the classroom as well as impacting on the student’s self-esteem and success.
The Canters identified three basic response styles used by teachers when interacting with students
Canters’ Assertive Discipline
Nonassertive TeachersThese teachers fail to make their needs or wants known. They appear indecisive
which confuses students. They threaten but students know there will be no follow through.
Hostile TeachersThese teachers respond in a manner that disregards the
needs and feelings of students. Their response to students are negative, condescending, sarcastic or hostile. They often make unprofessional comments about students and their peers. Consequences are overly severe.
Canters’ Assertive Discipline
Assertive Teachers
These teachers clearly and firmly express their needs. They have positive expectations of students. They say what they mean, and mean what they say. They are consistent and fair.
Dreikurs’ Logical Consequences
Definition: The teacher considers the motivation and goals of the student behaviour in the development of a management plan.
A more humanistic approach than just focusing on discipline.
The teacher then applies Logical Consequences to assist students in taking responsibility for their actions and behaviours.
Dreikurs’ Goals of Misbehaviour
Based on Alfred Alder’s concept that all behaviour had a purpose or goal, Dreikurs identified 4 student goals of misbehaviour:
1. To seek attention2. To gain power3. To seek revenge for some perceived
injustice4. To avoid failure
Dreikurs’ Logical Consequences
Logical Consequences: Must be tied directly to the misbehaviour Must not involve moral judgments Must distinguish between the deed and
the doer Must be applied in a non-threatening
manner Must present choice for the student
Barrie Bennett and Peter Smilanich
“The Bumping Model” of the teacher’s responses to student misbehaviour
Increasingly severe responses by the teacher based on the degree of the student’s BUMP.
Implies that teacher must take more drastic measures as behaviour persists
The Bumping Model Bump1:Prevent misbehaviour by low-key response Bump 2:Square off Response Bump 3: Give choice Bump 4: Implied choice Bump 5: Diffuse the Power Struggle ( ignore, use
humour…) Bump 6: Informal Agreement Bump 7,8, 9,10: Informal contracts with other
persons involved
Common Elements of “Theories”
What do the theories have in common as prerequisites to good classroom management?
What are the features that differ among the theories?
Ultimately… The teacher is responsible for establishing a community and for
maintaining classroom control The teacher is the difference between a chaotic or caring
classroom Effective classroom management includes: planning and
implementing teaching strategies thoroughly , keeping students actively engaged in meaningful learning, and preventing disruptions through proactive management strategies.
When a teacher needs to react to misbehaviour, careful thought should be applied to the situation to ensure that the self-esteem of the student is respected and to ensure that the consequences are realistic and appropriate