General Theories of Classroom Management
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Transcript of General Theories of Classroom Management
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Social EnvironmentsThree main models of classroom
managementFall on a continuum from low teacher
control to high teacher controlDifferent theories use different terms to
describe each approach
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1: Interventionist:High teacher controlFocus on environment controlling the child
Rules without explanationsAutocratic
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E.g. Canter and Canter: Assertive DisciplineBased on behaviourist principlesClear rules and limits are established by the
teacherConsequences (positive and negative) are
described beforehand
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Consequences: All consequences (negative or positive)
immediately follow the target behaviourFour main types of consequences
Positive reinforcementNegative reinforcementPunishment (2 kinds)
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An Easier Way to Remember:The term positive is like the Math sign (+)
and means something is addedThe term negative is like the Math sign (-)
and means something is taken awayPunishment ALWAYS aims to decrease a
target behaviorReinforcement ALWAYS aims to increase a
target behavior
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ADD SUBTRACT
SOMETHING CHILD LIKES
SOMETHING CHILD DISLIKES
Positive reinforcement in order to increase behaviour
Punishment in order to decrease behaviour
Punishment in order to decrease behaviour
Negative reinforcement in order to increase behaviour
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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.
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2. Non-interventionistLow teacher controlFocus on child learning to control his/her
environmentAnything goesFew rules, little enforcement
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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
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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.
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Negotiate rather than dictate.Use “I messages” to convey your anger in a
calm way.
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3. InteractionistModerate teacher controlFocus on reconciling balance of child’s
power/rights with the power/rights of the groupRules agreed upon by consensusDiscussion and explanation“Benevolent dictator”
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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
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Tenets of Humanism:People should be free to make choices and
take responsibility for themPeople are whole and complex and cannot be
treated like a sum of partsPEOPLE ARE MORE IMPORTANT THAN
IDEAS
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Glasser’s Control TheoryDescribes 5 human needsNeeds are not in a hierarchy (like
Maslow)The need to surviveThe need to belong and love othersThe need for power and influenceThe need to be free and make choicesThe need to play, feel joy and have fun
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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
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How can we give students control?Teaching Critical thinking skills
makes students independent of objectivismPositive classroom communication
respect, wait time, reflective responsesGrading practices that encourage learning
rather than competitioncriterion-referenced, rich feedback
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Co-operative learning
Co-operative learningGlasser thinks this is most important
Inquiry Learningalso called discovery learningcenter-basedstudents select activities and learn concepts
and relationships through them
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Restitution
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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.
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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.
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RestitutionRestitution 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.
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Task:Choose the classroom management
orientation with which you most agree. Discuss the strengths and weaknesses of the approach with your partner.
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Referencehttp://restitutionsocialdevelopment.blogspot.com
With permission of instructors from U of W