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Classroom Management TheoriesPresented by
Catherine Clinger Damita TerryKimberly Myles Laremy Dula
SPE 546 Special Education Methods3/29/2015
Professor Marguerite Kaupp
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➔ Choice Theory - William Glasser➔Student Directed Learning - Alfie Kohn➔Behavior Management Theory - B.F. Skinner➔Assertive Discipline - Lee Canter➔Classroom Management vs.
Discipline Management➔Preventative Theories➔Reference
Content
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William Glasser, who developed Choice Theory, believed that students are motivated by four basic needs: belonging, power, freedom and fun. If teachers can create an environment that satisfies these needs, Choice Theory posits that students will be able to exercise self-control, thereby eliminating the need for teacher-imposed discipline to manage the classroom. In a Choice Theory classroom,
Teachers:*create a “kind” environment*expose students to different ideas and guide students in exploring areas of interest*follow through on rules and regulations agreed upon by teacher and students together
*provide differentiation options, thereby benefiting exceptional learners, since each student is allowed to pursue his or her own interests.
Students:*actively participate in setting up rules and regulations for the classroom*explore concepts that motivate them and are intrinsically interesting to them*accept teacher guidance in understanding the choices they make
The Classroom:*Reflects student interests
Choice Theory: William Glasser
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Student-Directed Learning (SDL) reflects a constructivist approach to learning and discipline rather than a behaviorist approach. Alfie Kohn, its developer, states
“Axiom: Students learn how to make good choices by making choices, not by following directions. Corollary: Students will have little opportunity to do that kind of learning if teachers and administrators try to control or manage their behavior.” (Kohn, 2006, p. 78)
In an SDL classroom,
Teachers: *Invite students to participate in decisions affecting the classroom
*Offer students real choices (“how can we get everyone settled quickly?”) rather than pseudo-choices (“Do you want to settle down quickly or go without a movie?”) (Kohn, 2006, p. 83)
*Use class meetings to discuss issues within the classroom
Students:*Play an active role in decisions affecting the classroom*Participate in class meetings*Internalize a moral code through making valid, important choices*Exceptional learners are provided with many self-advocacy opportunities
The Classroom/Environmental Modifications:*Teacher should be circulating among students*Classroom discussions should be conducted by students, not teacher
Student Directed Learning: Alfie Kohn
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Father of behavior modification in the classroom. He believed that a student’s behavior could be reshaped through the use ofreinforcements.
Classroom Management: Providing Compliments, approval and encouragement. Ratio of five compliments for every one criticism is seen as the most effective in altering behavior in a desired manner.
Behavior Management Theory
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Environmental Behavior Modification In The Classroom:
Instant Reward
Teacher Approval
Behavior Management Theory cont.
Teacher Praises
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Classroom Management:
v Teachers implement a clear structure and organization to their classroomv Every facet of the class environment is controlled by the teacherv Rules are carefully chosen and are clearly understood by studentsv Teacher expectations are known and explicitly statedv There are positive and negative consequences dependent on student behaviorv Acknowledgement and praise to reinforce positive behavior in students
Environment Modifications:
v Classroom rules and expectations are posted and easily accessible for students to refer to.
Assertive Discipline: Canter
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In assertive discipline model students have the “right” to learn in a safe environment that is structured and organized. Additionally, the teacher has the “right” to teach in a classroom that is free from chaos, misbehavior, and interruption from students. Therefore, classroom management in this model has a clear objective of creating a nurturing, productive, and stable environment for instruction and student learning. As a result, students have a clear understanding of the purpose of the classroom rules and how they will help them be successful. Therefore, the teacher is always consistent in every aspect of how they acknowledge both positive and negative behavior.
Discipline in the Canter model is addresses the behavior and in a way that is least disruptive to the classroom environment. A “check system” is employed where students know they have incurred an infraction and there will be a consequence for negative behavior. For the exceptional learner, the discreet manner in which discipline is handled can be a less humiliating and demoralizing situation. Nonetheless, the teacher is able to implement corrective action to produce the desired classroom behavior.
Classroom Management vs Discipline
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Carl Rogers: Founder of the humanistic education field; believed in “learner-centered teaching” whereby students are empowered and self-discipline is cultivated. Through reflective listening, teacher and student develop trust and mutual respect, which prevents discipline issues.
Jacob Kounin: Determined that the best teachers prevent problems in the classroom by anticipating them and preparing for them: they are acutely aware of the environment of the classroom (“withit”); kept students busy at all times; and planned carefully for transitions.
Harry Wong:Believes that classroom management procedures should be established at the beginning of the year to preempt later problems. He distinguishes between procedures and rules, stating that the latter are more of a challenge to students, whereas the former are seen simply as operational guidelines. Avoiding “rules” altogether allows a teacher to avoid punishing students for breaking rules.
Preventative Theoriesof Classroom Management
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Alfie Kohn on Punishment. (n.d.). Retrieved March 28, 2015, from https://youtu.be/PRE2gqjQx5Q
Behaviorist Theory Negative Reinforcement vs. Positive Reinforcement. (n.d.). Retrieved March 28, 2015, from https://youtu.be/Q1b3Dk6LbKY
Bucher, K. T., & M, L. M. (2002). Exploring the foundations of middle school classroom management. Childhood Education, 78(2), 84-90. Retrieved from http://search.proquest.com/docview/210380512?accountid=458.
Canter, L. (2010). Lee Canter's assertive discipline: Positive behavior management for today's classroom (4th ed.). Bloomington, IN: Solution Tree Press.
Charles, C. M. (2002). Building classroom discipline (6th ed.). New York: Longman.
Harry Wong: Discipline and Procedures. (n.d.). Retrieved March 28, 2015, from https://youtu.be/u27OKWfLh6Y
Kohn, A. Beyond Discipline : From Compliance to Community, 10th Anniversary Edition. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD), 2006. ProQuest ebrary. Web. 27 March 2015.
Group Focus Kounin's Model. (n.d.). Retrieved March 28, 2015, from https://youtu.be/c2gyoi3Hrnw
Roache, J., & (Rom) Lewis, R. (2011). Teachers' views on the impact of classroom management on student responsibility. Australian Journal of Education, 55(2), 132-146. Retrieved from http://search.proquest.com/docview/963778064?accountid=458
Tai, B. (1997). Beyond discipline: From compliance to community. Harvard Educational Review, 67(3), 611-613. Retrieved from http://search.proquest.com/docview/212256580?accountid=35812
Tauber, R. T. (1999). Classroom Management: Sound Theory & Effective Practice. Westport, CT: Greenwood Press. Retrieved from ProQuest ebrary Web. 28 March 2015.
Reference
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