Theories of Management

Management Theories

Theorists

Skinner

RogersKouninKohnGibbs

BrophyWong

JonesMendler and Curwin

GlasserGordonHewitt

CanterDreikursBennett

Classroom Management as Reaction to Discipline Problems

Skinner’s Behavioural Management Theory

Skinner – Behavioural Management

Definition: 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.

Skinner – Behavioural Management

This model of classroom management is also known as:

behaviourism behavioural techniques behaviour modification social-learning theory

Classroom Management with a Preventative Approach

Carl Rogers Jacob Kounin Alfie Kohn Jeanne Gibbs Jere Brophy Harry Wong

Carl Rogers 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

Jacob Kounin 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

Alfie Kohn 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

Jeanne Gibbs “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-centredness

Tribes training includes various school groups including parents and administrators

Jere Brophy “Classroom Strategy Study” 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 practise 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

Harry Wong ‘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

Preventative and Reactive Strategies

Richard Mendler and Allen Curwin William Glasser Fred Jones Thomas Gordon Jean Hewitt

Mendler and Curwin “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

William Glasser 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

Fred Jones“Positive Classroom Discipline”The teacher systematically strengthens desired

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

Jones’ Four Step Model1. Classroom Structure: setting up classroom

rules, routines and the physical environment2. Limit Setting: rule reinforcement through the use

of body language, and low-key responses3. Responsibility Training: establishment of group

rewards or incentives to create group responsibility and accountability for behaviour

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

Thomas GordonTeacher 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 stifledAssumptions: 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 behaviour, 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

Jean Hewitt “Playing Fair” Based on the society’s concept of “fair “ behaviour 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 rumours

Reactive Strategies Lee and Marlene Canter Rudolf Dreikurs Barrie Bennett and Peter Smilanich B.F.Skinner

Canters’ Assertive Discipline

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

Canters’ Assertive Discipline

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.

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.

Dreikurs’ Goals of Misbehaviour

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

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

injustice4. To avoid failure

Dreikurs’ 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

Barrie Bennett and Peter Smilanich

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

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

Implies that teacher must take more drastic measures as behaviour persists

The Bumping Model Bump 1: Prevent misbehaviour 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

humour…) Bump 6: Informal Agreement Bump 7,8, 9,10: Informal contracts with other

persons involved

Responsive Classroom ( Fosters safe, challenging, classrooms

and schools that bring together social and academic learning throughout the school day. Social curriculum is as important as the

academic curriculum How children learn is as important as what

children learn. The greatest cognitive growth occurs

through social interaction Set of social skills necessary to be

successful

Skills Cooperation Assertion Responsibility Empathy Self control Teachers must know children and

families Adults must work together

harmoniously

Common Elements of “Theories”

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

What are the features that differ among the theories?

Ultimately… 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 misbehaviour, 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

Good luck!