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Classroom Management Theories EDU 710

Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

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Page 1: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

Classroom Management Theories

EDU 710

Page 2: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

10 Management Theories

Skinner

Dreikurs

Gordon

Curwin & Mendler

Redl & Wattenberg

Jones

Canter

Glasser

Kounin

Ginott

Theories

Page 3: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Ginott Model Discipline is a series of little victories Relies on self-discipline of the teacher The second ingredient is using sane messages

when correcting misbehaving students. Sane messages are messages that address the situation and do not attack children’s characters.

Teachers should model the behavior they hope to see in their children.

Page 4: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Ginott Model Inviting cooperationInviting cooperation from students is vastly

preferable to demanding it. Teachers should express anger but in appropriate

(sane) ways. Labeling students disables themLabeling students disables them. Sarcasm is and praise often is dangerous. Use both

with great care. Apologies from students should be accepted with the

understanding that they intend to improve. The best teachers help students to build their own

self-esteem and to trust their own experience.

Page 5: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Glasser Model Students are rational beings. They can control Students are rational beings. They can control

their behavior.their behavior. Good choices produce good behaviorGood choices produce good behavior. Bad

choices produce bad behavior. Teachers must forever try to help students make

good choices.

Page 6: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Glasser Model Teachers who truly care about their students Teachers who truly care about their students

accept no excuses for bad behavioraccept no excuses for bad behavior. Reasonable consequences should always follow

student behavior, good or bad. Class rules are essential and they must be enforced. Classroom meetings are effective vehicles for

attending to matters of class rules, behavior, and discipline.

Page 7: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Kounin Model(based on Glasser)

When teachers correct misbehavior in one student, it often influences the behavior of nearby students. This is known as the ripple effectripple effect.

Teachers should know what is going on in all parts of the classroom at all times. Kounin calls this awarenessawareness, “, “withitnesswithitness.”.”

Page 8: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Kounin Model The ability to provide smooth transitionssmooth transitions between

activities and to maintain consistent momentum within activities is crucial to effective group management.

Teachers should strive to maintain group alertness and to hold every group member accountableaccountable got the content of a lesson, which allows optimal learning to take place.

Student boredom can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment.

Page 9: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Canter Model (Assertive Discipline)

This assertive discipline consists of the following elements:

Identifying expectations clearly. Willingness to say, "I need you to ..." and "I like that." ["I

messages don't interfere with the pupil's positive self-esteem.” You are no good, why won't you behave," does interfere.]

Persistence in stating expectations and feelings. Use of firm tone of voice. Maintenance of eye contact. Use of nonverbal gestures

in support of verbal statements.

Page 10: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Jones Model

50% of instructional time is lost because students are off task or otherwise disturbing the teacher or other class members.

Two kinds of student misbehavior---talking without permission (80%) and general goofing off, including making noises, daydreaming, or getting out of one’s seats without asking permission (19%).

Most of this lost teaching time can be salvaged if teachers systematically employ three kinds of techniques that strongly assist discipline: effective body languageeffective body language, incentive systemsincentive systems, and efficient individual helpefficient individual help.

Page 11: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Redl & Wattenberg Model

People in groups behave differently than they do individually.

Students adopt identifiable roles in the classroom. Teachers are also cast into many different roles

that affect student behavior. Teachers should give students a clear say in Teachers should give students a clear say in

helping set class standards and deciding how helping set class standards and deciding how transgressions should be handled.transgressions should be handled.

Fritz Redl and William Wattenberg

Page 12: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Redl & Wattenberg Model

Diagnostic thinking is teachers’ best tool for resolving behavior problems.

Forming a hunch about the cause of the misbehavior

Quickly gathering facts about it exploring hidden factors taking action evaluation flexibility with other possibilities

PUNISHMENT IS A LAST RESORT IN DEALING WITH MISBEHAVIOR

Page 13: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Curwin & Mendler Model (Discipline with Dignity)

Let the students know what you expectexpect. This means establishing and posting clear rules and consequences

Provide instruction at levels that match student instruction at levels that match student abilityability. In other words, where is the dignity in not being able to comprehend the material being learned in the classroom? Inability to understand will only lead to discipline problems.

Listen to what the students are thinking and thinking and feelingfeeling. Being able to identify with your students makes them feel important and understood.

Page 14: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Curwin & Mendler Model (Discipline with Dignity)

Use humorUse humor. It defuses a potentially harmful situation without violence or accusation. Just make sure not to make students the butt of your jokes.

Vary your style of presentationVary your style of presentation. Doing the same activity for too long makes students restless and prone to outbursts of inappropriate behavior.

Offer choicesOffer choices. Make it seem like the student has some say in what happens. For example, "You can do your assignment now or during recess."

Page 15: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Curwin & Mendler Model (Discipline with Dignity)

Refuse to accept excusesRefuse to accept excuses. This ensures that you treat students equally. If there are legitimate excuses for late homework, poor behavior, etc., they will need to be posted along with your expectations.

Legitimize behavior that you cannot stopLegitimize behavior that you cannot stop. Generally, if you take something that is against the rules and make it acceptable, it ceases to be fun for the students.

Use hugs and touching to communicate with kids of all ages. Obviously, this must be used with caution because of sexual misunderstanding, abused students, etc. However, you want to communicate human warmth and caring, and kind words will only get you so far.

Page 16: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Curwin & Mendler Model (Discipline with Dignity)

Be responsibleBe responsible for yourself and allow kids to take responsibility for themselves.

Realize and accept that you cannot reach every kid. Some of them choose to fail and this is not your decision.

Start fresh everydayStart fresh everyday. What happened yesterday is finished.

Page 17: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Gordon Model "You acquire more influence with young

people when you give up using your power to control them...and the more you use your power to try to control people the less influence you'll have on their lives."

Page 18: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Dreikurs Model Discipline is not punishment. It means self-control. The teacher's role is helping pupils to impose limits

on themselves. Teachers can model democratic behaviormodel democratic behavior by

providing guidance and leadership and involving pupils in setting rules and consequences.

All students want to belong. Their behavior is behavior is directed to belongingdirected to belonging.

Page 19: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Dreikurs Model Misbehavior is the result of their mistaken belief that it

will gain them peer recognition. Misbehavior is directed at mistaken goals: attention-attention-

getting, power-seeking, revenge, and displaying getting, power-seeking, revenge, and displaying inadequacyinadequacy. The trick is to identify the goal and act in ways that do not reinforce mistaken goals.

Teachers should encourage students' efforts, but avoid praising their work or character.

Support the idea that negative consequences follow negative consequences follow inappropriate behaviorinappropriate behavior by your actions.

Page 20: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Neo-Skinnerian Model Behavior is shaped by its consequences, by Behavior is shaped by its consequences, by

what happens to the individual after performing what happens to the individual after performing the actthe act.

Behavior is strengthened if followed immediately by reinforces. Technically, a reinforcer is a stimulus a reinforcer is a stimulus that increases the likelihood that the individual that increases the likelihood that the individual will repeat the actwill repeat the act. We commonly think of reinforces as rewards.

Strengthened behaviors are those that have become more likely to be repeated.

Behavior is weakened if it is not followed by reinforcement.

Page 21: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Neo-Skinnerian Model Behavior is weakened if followed by punishment.

Punishment is not the same thing as negative reinforcement.

Systematic use of reinforcement (rewards) can shape individual’s behavior in desired directions.

In the early stages of learning, constant reinforcement produces the best results. Constant means that the behavior is reinforced every time it occurs.

Page 22: Classroom Management Theories EDU 710. 10 Management Theories Theories GinottKouninGlasserCanterJones Redl & Wattenberg Curwin & Mendler GordonDreikursSkinner

The Neo-Skinnerian Model Classroom Application = Behavior modificationBehavior modification; it

is applied in these two ways:1. The teacher observes the student perform a

desired act; the teacher rewards the student; the student tends to repeat the act.

2. The teacher observes the student perform an undesired act; the teacher either ignores the act or punishes the student, then praises a student who is behaving correctly; the misbehaving student becomes less likely than before to repeat the act.