General Theories of Classroom Management

1. General Theories of Classroom Management

2. Social Environments • Three main models of classroom management • Fall on a continuum from low teacher control to high teacher control • Different theories use different terms to describe each approach

3. 1: Interventionist: • High teacher control • Focus on environment controlling the child • Rules without explanations • Autocratic

4. E.g. Canter and Canter: Assertive Discipline • Based on behaviourist principles • Clear rules and limits are established by the teacher • Consequences (positive and negative) are described beforehand

5. Consequences: • All consequences (negative or positive) immediately follow the target behaviour • Four main types of consequences • Positive reinforcement • Negative reinforcement • Punishment (2 kinds)

6. An Easier Way to Remember: • The term positive is like the Math sign (+) and means something is added • The term negative is like the Math sign (-) and means something is taken away • Punishment ALWAYS aims to decrease a target behavior • Reinforcement ALWAYS aims to increase a target behavior

7. ADD SUBTRACT Punishment in order to decrease behaviour Positive reinforcement in order to increase behaviour SOMETHING CHILD LIKES Punishment in order to decrease behaviour Negative reinforcement in order to increase behaviour SOMETHING CHILD DISLIKES

8. Uses token economies (e.g. names on the board with check marks for transgressions, or check marks in order to earn rewards). • Uses Kounin’s Ripple Effect (also called Bandura’s “Inhibition”): Teacher makes reward and punishment public in order to increase/decrease chance that others will copy behaviors.

9. 2. Non-interventionist • Low teacher control • Focus on child learning to control his/her environment • Anything goes • Few rules, little enforcement

10. Ginott’s Congruent Communication • Main tenet: Children are capable of controlling own behaviour if teachers let them • Key to making good behavioural choices is healthy self-esteem • Teachers use communication to help children understand their feelings and thoughts

11. Ginott’s techniques • “Sane messages”: Tell the students what you want them to do rather than what they have done wrong. • Accept and reflect students’ feelings- don’t deny them. • Avoid praise. Instead, clearly describe what the child has done.

12. Negotiate rather than dictate. • Use “I messages” to convey your anger in a calm way.

13. 3. Interactionist • Moderate teacher control • Focus on reconciling balance of child’s power/rights with the power/rights of the group • Rules agreed upon by consensus • Discussion and explanation • “Benevolent dictator”

14. E.g. Glasser’s Reality Therapy • What is the goal of discipline? • Why do we need discipline in our classrooms? • The goal of discipline is self-discipline

15. Tenets of Humanism: • People should be free to make choices and take responsibility for them • People are whole and complex and cannot be treated like a sum of parts • PEOPLE ARE MORE IMPORTANT THAN IDEAS

16. Glasser’s Control Theory • Describes 5 human needs • Needs are not in a hierarchy (like Maslow) • The need to survive • The need to belong and love others • The need for power and influence • The need to be free and make choices • The need to play, feel joy and have fun

17. Schools fail children by failing to give them the control over meeting these needs • When they are not met, learning decreases and behavioral problems increase

18. How can we give students control? • Teaching Critical thinking skills • makes students independent of objectivism • Positive classroom communication • respect, wait time, reflective responses • Grading practices that encourage learning rather than competition • criterion-referenced, rich feedback

19. Co-operative learning • Co-operative learning • Glasser thinks this is most important • Inquiry Learning • also called discovery learning • center-based • students select activities and learn concepts and relationships through them

20. Restitution

21. Restitution • Restitution focuses on relationships not rules. On responsibility, not obedience. And on respect, not gold stars. Research has repeatedly shown that when students and teachers treat one another with respect, the environment for learning improves and test scores go up.

22. Restitution • Restitution is based on control theory which is a theory of internal motivation. Traditional discipline programs are based on stimulus-response psychology and focus on consequences either positive ones such as rewards or negative ones such as the removal of privileges or detention.

23. Restitution • Restitution teaches students self-discipline and skills needed to accept personal responsibility for one's actions. Restitution strengthens. The focus of restitution is restituting the self, which teaches students to behave to be the person they want to be rather than to please others.

25. Task: • Choose the classroom management orientation with which you most agree. Discuss the strengths and weaknesses of the approach with your partner.

26. Reference http://restitutionsocialdevelopment.blogspot.com With permission of instructors from U of W