APPROACHES AND

MODELS OF CLASSROOM

UNIT 5

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OBJECTIVES

At the end of this unit, students should be able to:

1. identify possible reasons for students’

misdemeanors in the classroom

2. analyze the beliefs and practices of classroom

management approaches/models

3. apply the principles of classroom

management to real classroom situations

4. apply principles of behaviour

management in the classroom setting

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Types of classroom

misdemeanours

Aggression

Immorality

Defiance of authority

Class disruptions

Fooling around

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Reasons for classroom

misdemeanours

◦ To seek attention, power, revenge,avoidance

of failure(Dreikurs 1972)

◦ Isolation (Cruickshank et. Al. 1999, 382)

◦ “Sheer fun of it”

◦ Tedious or boring class

◦ Unrestrained outburst of youth

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APPROACHES TO

CLASSROOM MANAGEMENT As a manager, there are a variety of

classroom management methods that the teacher can employ to make the elementary classroom an effective one.

Three such approaches that have been proposed by Levin and Nolan (2000) are; the student-directed management approach, the collaborative approachand the teacher-directed approach.

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APPROACHES TO

CLASSROOM MANAGEMENT

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The Student-Directed

Management Model Students must have

the primary responsibility for controlling their behaviour

Students are capable of controlling their behaviour if given the opportunity to do so.

Example: students should be involved in decision making such as the physical apperance of the classroom

Determining school and class rules

To be in charge of classroom meetings

Giving them the responsibilites to solve interpersonal conflicts

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The Collaborative Management

Model

The control of

behaviour should

be the

responsibility of

both students and

teachers

Students are given the opportunity to control their behaviour.

However, the choices that they make are guided by the teacher

Rules and

procedures are

developed jointly

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The Teacher-Directed Model

Premise if students internalize

the rules given to them by responsible adults, they will become good decision makers.

All decisions are made by the teacher and the students are seen as implementers of those decisions.

The teacher usually presents rules and consequences during the first week of the school term.

Students are expected to follow those rules since it is believed that the teacher, as a trained professional, knows what is best for students.

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Note!!

None of these methods of classroom management is foolproof.

In choosing an approach the teacher needs to consider a number of factors before deciding which is best suited for that particular classroom. Examples reflect on your philosophy of education, assumptions about your students,perception of self and competences in management

.

The guiding principles in each approach must be carefully studied in order to choose the one that is most appropriate.

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THEORIES OF CLASSROOM

DISCIPLINE

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THEORIES OF CLASSROOM

DISCIPLINE

◦ Assertive Discipline – Canter

◦ Behaviour Modification – B. F. Skinner

◦ Logical Consequences- Dreikurs

◦ Reality Therapy Non-coercive Discipline–William Glasser

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Assertive Discipline – Canter

To maintain order in the classroom so that

teachers may teach effectively and students

may learn.

This is based on the assumption that

“teachers have the right to teach best

without interruption and students have the

right to learn in a safe, calm environment

with full teacher support.” (Charles

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Assertive Discipline – Canter

In Canter’s model, teachers are helped-through training-with establishing a classroom climate of mutual trust and respect in which students’ needs are met

Behaviour is managed humanely

Desired learning achieved

Students are taught how to behave properly, classroom rules are made and understood and when violated consequences are applied

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Assertive Discipline – Canter

Teachers are assertive and consistently express class

expectations and implement a discipline plan that encourages

students co- operation

Good discipline must grow out mutual trust and respect between

teachers and students

It does not depend on more rules and harsh consequences

Students should be taught rules and consequences and how to

follow direction

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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.

The Canters identified three (3) basic response styles used by teachers when interacting with students

Hostile TeachersNonassertive Teachersfail to make their needs or wants known. They appear indecisive which confuses students. They threaten but students know there will be no follow through.

respond in a way that disregards the needs and feelings of students. Their response to students are negative, condescending,

sarcastic or hostile. They often make unprofessional comments about students

and their peers. Consequences they are

overly severe.

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Skinner – Behavioural

ManagementThis model of classroom

management is also known as:

behaviourism

behavioural techniques

behaviour modification

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Skinner – Behavioural

ManagementDefinition:

The practice of providing consequences

for both positive and negative behaviour.

The teacher develops a process of

systematically applying rewards

(reinforcements) and consequences for

behaviour.

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Skinner – Behavioural

Management

Behaviour is shaped by environmental

factors and bahaviour can be changed

over time by applying appropriate

reinforcer

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Dreikurs’ Logical Consequences

Definition: The teacher considers the

motivation and goals of the student

behaviour 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

behaviours.

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Dreikurs’ Logical Consequences

Logical Consequences:

Must be tied directly to the misbehaviour

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

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William Glasser’s Reality Therapy

Reality Therapy -Control/Choice Theory

All humans have a need for love a feeling of self-worth

Steps: build a relationship, focus on behaviour 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

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REFERENCE

University of the West Indies. 2003. ED 33F. Classroom

management. Bridgetown: Distance Education Centre

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