BUILDING THE FOUNDATION(SKINNER, GLASSER, GORDON)

Fatin Nabihah Binti Mohd. FadzilMohd. Al Hafiz Bin Sabri

Abdul Wafi Bin Abdul HalimMuhd. Khairul Arif Bin Muhd. Radzi

Building the foundation

SkinnerGlasser

Gordon

Building the foundation

• The theories will provide teachers with an understanding of classroom management.

• There is no definite model for classroom management.

B. F. Skinner

Descriptions

• B.F.Skinner’s approach to discipline is through shaping desired behaviour.

• His behaviour modification approach consists of restructuring the environment so that undesired behaviours are eliminated.

• Operant behaviour is a response emitted from self motivation.

Respondent Behaviour

Operant Behaviour

• Respond towards stimulus from environment.

• Rely on stimulus.

• Reinforcement towards behaviour.

• Rely on pupils’ motivation based on reinforcement

given.

• Strengthen a behaviour or response, humans need positive or negative reinforcement (Skinner,1950)

OPERANT BEHAVIOURGood Behaviour = Reward

Bad Behaviour = Punishment

Concept of Operant Behaviour

1. The responses occur from the initiative of pupil. If the response were to achieve its desired result, it will established and sustained.

2. Any stimulus (teacher, event, object, environment) which can sustain the pupil’s response is known as reinforcer.

3. Reinforcement is a technique or process used which uses the reinforcer to strengthen and sustain relevant response.

OPERANT BEHAVIOUR

POSITIVE REINFORCEMENT

NEGATIVEREINFORCEMENT

Possibility of repeating desirable (or undesirable) operant

behaviour will be enhanced.

Possibility of repeating the operant behaviour will be

enhanced by transferring or removing the unpleasant stimulus

Approaches / Strategiespupil perform an desired act

teacher

gives rewa

rd

pupil tends

to repeat the act.

pupil perform an undesired

act

teacher ignores the act

or punishes the pupil

praises a pupil who is

behaving correctly

misbehaving pupil less

likely to repeat the act.

1

2

• Continuous Reinforcement– Occurs every time when an expected response

is given.– Usually used to shape or establish new

desirable response.• Intermitted Reinforcement (Robbins,1971)

– Occurs some time when an expected response is given (once in a while).

– Give rooms for extinction and resistance.

STRENGTHS WEAKNESSES

It is simple to use. The results might not last long Results are immediate. Students may not perform as desired when

rewards are terminated

It accomodates most teachers' desire to maintain control.

Students may not learn how to govern their own behavior.

Students can feel successful when they obtain rewards.

The approach may seem too much like bribery to some teachers

Standards of behavior are uniform, consistent, and clear to all students.

It ignores any underlying problems caused by influences at home, in society, or at school

Time does not have to be spent in class discussing rules and students' conduct.

To use so much control in a democratic society may be unethical

It can be readily employed with all students regardless of age.

Students do not get an opportunity to clarify emotions, weigh alternatives, decide on solutions, or develop their intellect

The practicality of the theory in a local ESL classroom

SITUATION

In a class, students are required to complete a task. Teacher sets rules for

students to complete task with guidance. However, there is one

student broke the rules and finish the task

Teacher Control in Establishing Rules

YES• Teacher control is

practical because he/she can know their students level.

• Can provide more challenging task

NO• It is not practical if

the students started to disturb other students

Reinforcer

• Social - verbal comments, gestures, and facial expressions.

• Graphic - marks of various kinds such as numerals, checks, happy faces, and special symbols.

• Activity - activities that pupils prefer to do in school

• Tangible - real objects that pupils can earn as rewards

William Glasser

He is the guy who is responsible in developing the traditional Control Theory to his own Choice Theory in classroom based on the four human basic psychological needs.

Glasser’s opinion on the theory

Classroom Management

Teaching Practicality

Control Theory Control Theory is misleading and is hard for the ppl to accept (Glasser, 2001)

Discipline-wise:1. Teacher

practices behavioural modification method

2. Teacher given full authority on the students behaviour. (put punishments or gives reward)

3. Teacher sets the classroom rules without discussing to the ppls first.

Teaching-wise:1. Teacher sets the

topics and activities for in classroom.

2. Teacher gives input for students and are free to make give tests/quizzes to students.

Yes if the class is having a serious disciplinary problems that cannot be handled.

The dictator-like method may cause more problems to particular group of students (rebelling, or ignoring teacher when their needs are not fulfilled)

No, if teacher handles a class of advanced students.

Studnts are limited to teacher’s materials.

CONTROL THEORY

Glasser’s opinion on the theory

Classroom Management

Teaching Practicality

Choice Theory Choice Theory deals with individual’s choice and attempts to explain how ppl behave in certain way. (Glasser,2001)

Choice Theory were developed based on the 4 human basic psychological needs. (Glasser, 2001)

Dicipline wise:1. Students

misbehaviour are caused by the lack of the psychological need. (love, power control, freedom, fun)

2. Students misbehaviour may come frm teacher, environment or the students itself.

3. Teacher believe students do have choice to behave or misbehave.

Teaching-wise:1. Students have

freedom to choose their topic to study, and how to study for the day lesson.

2. Students given chance to accept or reject teacher’s lesson but given appropriate and acceptable reasons.

3. Students can set the date of their quizes and tests, but with mutual agreement with teacher.

Yes it is practical to be done to any mediocre classroom with adequate to high discipline students.

Reduces the probability of being rejected and ignored by students,

Improve students teacher relationship.

No if the students weak in academics or very poor in discipline.

Students may overused the power of choice by teacher making the lesson failed miserably.

CHOICE THEORY

Four human basic psychological needs

The reasons behind why Glasser developed his own Choice Theory in classroom.

LOVE POWER AND CONTROL

FREEDOM FUN

Need for social acceptance.

Feeling worthwhile is close to sense of power and control.

Sense that one is directing and responsible for one’s own life.

All work but no play, makes Jack a dull boy.

Teacher’s responsibilities to develop sense of belonging.(Glasser, 2001)

Human need enough sense of power and control to regulate their lives( Glasser,2001)

If teacher gives full freedom, the class will be chaos. So allow students to make some decisions themselves. (Glasser,2001)

Children are driven by need for fun far more than teachers and parents can accommodate.(Glasser, 2001)

Example:Display all students work on a buletin board (Edward, 2000)

Example:Allow students to manage their own activities or topic to study.

Example:Allow students to join in making class rules.

Example:Lesson be done more entertaining, more challenging and engaging task given.

In conclusion

• In building the core of the discipline and value of students, teacher should remember that the students have four basic psychological needs to be fulfilled.

• Based on the Control and Choice Teories, Glasser develop a form of counseling technique, called Reality Theraphy.

• Teacher should have willing ears and listen to the students, and able to adapt to the variety of students needs and behavior.

Thomas Gordon

Descriptions

• Emphasizes on the importance of developing meaning and mutually beneficial relationship.

• Rejects the reward and punishment models.

• He suggests few ways in solving conflicts in classroom.

Approaches How it works

I-message People tell how they personally think or feel about another's behavior and its consequences.

Door openers Words or actions that invites folks to talk about what is on their minds.

Active listening Carefully listening and demonstrating understanding of what another person is saying.

No-lose conflict resolution Everyone wins.

Approaches that are suitable for primary pupils

Approaches

Gordon proposes a six step problem solving process in managing conflict (Manning & Bucher, 2013)

1. Defining a problem2. Generating possible solutions3. Evaluating the solutions4. Deciding which solution is the best5. Determining how to implement the

decision6. Assessing how well the solution solved the

problems

Implementation

SituationMelissa is disturbing the lesson. She is being very playful and not concentrating on her task.

Using the Peace Walk. Able to practice active listening and I-message.

1.Approach the problem by asking Melissa questions. Simple question such as, Why are you being noisy today, Melissa? Is there a problem?

2.Listen what she said to build trust and communication. (Active listening)

3.Ask her for few suggestions on ways to help her focus during the lesson. (I-message)

4. Discuss with her which suggestions will really help her to focus. (Door openers)

5. Teacher will work on details on how the chosen way could be implemented.

6. After actions are taken, assess if the changes works for her. (No-lose conflict resolution)

Strengths and Weaknesses

Strengths WeaknessesHelps to grow positive relationship between pupils and teacher.

Depending on pupils maturity level. Takes time to become a habit in daily life.

Helps to resolve conflict peacefully.

Taking a long time.

T H A N K Y O U