Skinner’s Behavioral Management Theory

Definition: The practice of providing consequences for both positive and negative behavior.

The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behavior.

This model of classroom management is also known as:

behaviorismbehavioral techniquesbehavior modificationsocial-learning theory

Carl RogersJacob KouninAlfie KohnJeanne GibbsJere BrophyHarry Wong

Experiential Learning and Self-Actualization

Experiences need to be relevant, non-threatening and participatory

Teachers need to be real, empathetic, understanding, and prize students

All students strive for self-actualization and self-fulfillment

Effective Teaching includes group alerting and accountability, high participation and smooth transitions

Effective teachers are ‘with it’, use the ripple effect, overlapping, and they don’t ‘dangle’, ‘flip flop or get distracted

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

“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 (incl. social learning), a caring culture, a community of learners and student-centeredness

Tribes training includes various school groups including parents and administrators

Good teaching includes enthusiasm, instructional goals, organization, and teacher as problem-solver

Good teachers present the concepts, include discussions and activities and give tasks to practice working with 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

‘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

Richard Mendler and Allen Curwin

William GlasserFred JonesThomas GordonJean Hewitt

“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

Reality Therapy -Control/Choice Theory All humans have a need for love a feeling of

self-worth Steps: build a relationship, focus on behavior

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

“Positive Classroom Discipline” The teacher systematically strengthens

desired behavior while weakening inappropriate behavior by using proximity control, negative reinforcement, incentives, body language and peer pressure.

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 behavior

4. Back-up System: hierarchic organization of negative sanctions, a) Private with Student, b) Public within Classroom, c) Public with Two Professionals

Teacher Effectiveness Training (T.E.T.) Based on philosophy of Carl Rogers, I.e., children are

inherently rational and, if directed and forced by teachers, will be stifled

Assumptions: student is intrinsically motivated to be good, should be supported by an accepting relationship and is capable of solving own problems

Teachers are taught to observe the behavior, identify who owns the problem, demonstrate understanding, confront if necessary and use win-win problem-solving

Curriculum design involves structured activities, student ownership, communication and analysis of learning

“Playing Fair” Based on the society’s concept of “fair “ behavior 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 rumors

Lee and Marlene CanterRudolf DreikursBarrie Bennett and Peter

SmilanichB.F.Skinner

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

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.

Assertive TeachersThese 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.

Definition: The teacher considers the motivation and goals of the student behavior 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 behaviors.

Based on Alfred Alder’s concept that all behavior had a purpose or goal, Dreikurs identified 4 student goals of misbehavior:

1. To seek attention2. To gain power3. To seek revenge for some perceived

injustice4. To avoid failure

Must be tied directly to the misbehavior 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

“The Bumping Model” of the teacher’s responses to student misbehavior

Increasingly severe responses by the teacher based on the degree of the student’s BUMP.

Implies that teacher must take more drastic measures as behavior persists

Bump 1: Prevent misbehavior 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 humor…) Bump 6: Informal Agreement Bump 7,8, 9,10: Informal contracts with other

persons involved

What do the theories have in common as prerequisites to good classroom management?

What are the features that differ among the theories?

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 misbehavior, 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