Pioneers in Classroom Management and Discipline

From the 20th into the 21st Century

Martin R. Hahm

Grand Canyon University

EDU530N

December 18, 2009

IntroductionSocietal Changes after

World War II From the authoritarian

hickory stick and “toe the mark” (Charles, 2008, p. 54)

To the “Evolution of Classroom Discipline” with pioneers paving the way (p. 54).

The Entrance of Specialists in Human Behavior and Psychology “inaugurated the modern era” (p.55)

Fritz Redl and William Wattenberg

• Observed the power of “Group dynamics” (p.55)• And how “student roles” emerge (p.55)• Though concepts too “cumbersome” (p.56)• Influence “broke new ground.” (p. 56)

Burrhus Frederic Skinner

• Behavioral modification learned from lab animal research (p. 57-58)

• Reinforcement: constant, intermittent, successive approximation

• Considered “bribery” toward desired behavior.

Jacob Kounin: Lesson Management to improve discipline

“WITHITNESS,” (p. 58) an awareness to monitor and interact even while teaching, using tactics of

OverlappingLesson managementGroup alertingStudent accountabilityLesson momentumSmoothnessAvoiding satiation

Jacob Kounin: Disruptive “desist” techniques

“With-it-ness” means teacher has “eyes in the back of his/her head” (Keane, 1984, p. 13-14). Errors are…

Target and timing mistakesOver-dwelling: Behavior, actone or prop, task.FragmentationStimulus boundednessThrustDangleTruncation Flip flop

Kounin’s ContributionsWorkshops to facilitate strategies, develop expertise in

using tactics and to identify problems break new ground in evaluating teacher techniques and strategies for improving class management.

These serve as patterns to continue self-evaluation in the process of class management.

Major contribution is on preventing rather than handling misbehavior.

Shows the connection between classroom behavior and student behavior cutting down on misbehavior, but not how to deal with it. (Charles, 2008, p.59-60)

Haim Ginott: Discipline through Congruent Communication

“Teacher and child” (Ginott, 1971)Learning in present tense: No prejudging or grudgesStudent is unique, with feelings about self and situationConfer dignity as social equals, not belittle or denigrateEffective teacher: Invite cooperation, hidden asset I-messages VS you-messagesLaconic language, short and to pointAppreciative, not evaluative praise Avoid “why” questions, sarcasm, punishment (Charles, p.60-61)

Ginott’s contributionsNot a quick fix for offensive or disruptive behavior (Charles, p.62)

Humane treatment emphasized (Ginott, p.245) Examples in

Workshops “To develop powerful and positive relationships” Mark Boynton (Boynton & Boynton, 2005, p. 168)

Humane solutions to assist dealing with disruptive situations and providing supportive intervention (http://ww.responsiblethinking.com/interventions.htm)

Rudolf Dreikurs: Discipline through Democratic Teaching“A democratic classroom …

(where) teacher and students work together to make decisions about how the class will function”

(Charles, 2008, p.63).

Rudolf Dreikurs’ TheoryDemocratic classroom based on social interest

neither autocratic nor permissive

Genuine goal to instill a sense of belonging

Mistaken goals to gain sense of belonging attention-seeking power seeking revenge seeking inadequacy

Logical consequences

Lee & Marlene Canter: Discipline through Assertive Tactics The teacher’s right to teach;

and the student’s right to learn. (Charles, 2008, p. 65). Three kinds of teachers

Hostile—no nonsense, stern, students as adversaries Non-assertive—passive, wishy washy Assertive—the model of confidence and consistency

Positive recognition—encouraging good behaviorCorrective action—quickly and quietly Discipline hierarchy—written plan (Canter, 2006, p. 71)

Transition to 21st Century Pioneers

William Glasser: Choice Theory

Meeting Basic Students’ Needs Survival Belonging Power Fun Freedom

Basic Needs

Survival

Power Fun

Belonging

Freedom

William Glasser: Choice Theory

The Ten Axioms of Choice Theory1. The only person whose behavior we can control is our own.

2. All we can give another person is information.

3. All long-lasting psychological problems are relationship problems.

4. The problem relationship is always part of our present life.

5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.

William Glasser: Choice Theory

The Ten Axioms of Choice Theory6. We can only satisfy our needs by satisfying the pictures in our

Quality World.

7. All we do is behave.

8. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology.

9. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.

10. All Total Behavior is designated by verbs and named by the part that is the most recognizable. (http://www.choicetheory.com/)

William Glasser: Choice TheoryQUALITY TEACHING (Glasser, 1993, p.22ff) A warm, supportive classroom climate “Lead teaching” rather than “boss teaching” School work that is useful Encouragement for students to do the best they can Opportunity for students to evaluate work they have

done and improve it.

SIR—a process of self-evaluation, improvement, and repetition (Charles, 2008, p.75)

Seven Deadly

HabitsSeven

Connecting Habits

Criticizing Blaming Complaining Nagging Threatening Punishing Rewarding

Caring Listening Supporting Contributing Encouraging Trusting Befriending

DISCIPLINE THROUGH INNER SELF-CONTROL

by Thomas Gordon

You acquire more influence with young people when you give up using your power to control them …[and] the more you use power to control people, the less real influence you’ll have over their lives. (Charles, 2008, p.79)

Use “I-Messages”

instead of

“You-Messages”

1. Influence VS Control

2. Preventative Skills

3. Who owns problem?

4. Confrontive Skills

5. Helping Skills6. No-lose conflict

resolution (p.80)

HELPING SKILLSLISTENING SKILLSPassive listeningAcknowledgement

responsesDoor openersActive Listening

Communication Roadblocks

Giving orders Warning Preaching Advising Lecturing Criticizing Name calling Analyzing Praising Reassuring Questioning Withdrawing

Conflict Resolution

Gordon Training International—a variety of methods for Teacher Effectiveness Training [T.E.T.] via their website: (http://www.gordontraining.com)

In conclusionPioneers from the field of

psychology researching human behavior apply findings to education.

Approaches and strategies toward classroom management, discipline are still evolving

Effective teachers today adopting and adapting to become “expert teachers.”

References 1. Boynton, M., & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems.

[elibrary Reader]. doi:

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2. Canter, L. (2006). Classroom management for academic success. [Adobe Digital Edition].

Retrieved from www.solution-tree.com.

3. Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson Education.

4. Ginott, H. (1971). Teacher and child. New York: Macmillan.

5. Glasser, W. (1993). The quality school teacher. New York: HarperPerennial.

References, continued 6. Keane, B. R. (1984). The development of a classroom management workshop through an inservice training

program.

(ED253523). Retrieved from Grand Canyon University Library:

http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=ED253523&loginpage=Login.asp&site=ehost-live&scope=site

7. Krounin, J. (1971). Discipline and group management in classrooms (Reissued in 1977 ed.). New York:

Holt, Rinehart & Winston.

8. Marzano, R. J. (2004). Background knowledge for academic achievement: Research on what works in schools.

[elibrary Reader]. doi: http://gcu.mcldaz.org/frameset.aspx?toprowcount=60&topurl=http%3a%2f%2fgcu.mcldaz.org

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9. Roebuck, E. (2003, March, 2002). Beat the drum lightly: Reflections on Ginott.. Music Educators Journal, 88(5),

40-44. doi:

http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ672222&loginpage=Login.asp&site=ehost-live&scope=site