1. Classroom Management Theories

2. 10 Management Theories Skinner Dreikurs Gordon Jones Canter Glasser
Curwin &
Mendler
Redl &
Wattenberg
Jones
Canter
Glasser
Kounin
Ginott
Theories

3. The Ginott Model Discipline is a series of little victories
Relies on self-discipline of the teacher
The second ingredient is using sane messages when correcting misbehaving students. Sane messages are messages that address the situation and do not attack children’s characters.
Teachers should model the behavior they hope to see in their children.

4. The Ginott Model
Inviting cooperation from students is vastly preferable to demanding it.
Teachers should express anger but in appropriate (sane) ways.
Labeling students disables them.
Sarcasm is and praise often is dangerous. Use both with great care.
Apologies from students should be accepted with the understanding that they intend to improve.
The best teachers help students to build their own self-esteem and to trust their own experience.

5. The Glasser Model
Students are rational beings. They can control their behavior.
Good choices produce good behavior. Bad choices produce bad behavior.
Teachers must forever try to help students make good choices.

6. The Glasser Model
Teachers who truly care about their students accept no excuses for bad behavior.
Reasonable consequences should always follow student behavior, good or bad.
Class rules are essential and they must be enforced.
Classroom meetings are effective vehicles for attending to matters of class rules, behavior, and discipline.

7. The Kounin Model (based on Glasser)
When teachers correct misbehavior in one student, it often influences the behavior of nearby students. This is known as the ripple effect.
Teachers should know what is going on in all parts of the classroom at all times. Kounin calls this awareness, “withitness.”

8. The Kounin Model
The ability to provide smooth transitions between activities and to maintain consistent momentum within activities is crucial to effective group management.
Teachers should strive to maintain group alertness and to hold every group member accountable got the content of a lesson, which allows optimal learning to take place.
Student boredom can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment.

9. The Canter Model (Assertive Discipline)
This assertive discipline consists of the following elements:
Identifying expectations clearly.
Willingness to say, "I need you to ..." and "I like that." ["I messages don't interfere with the pupil's positive self- esteem.” You are no good, why won't you behave," does interfere.]
Persistence in stating expectations and feelings.
Use of firm tone of voice.
Maintenance of eye contact.
Use of nonverbal gestures
in support of verbal statements.

10. The Jones Model
50% of instructional time is lost because students are off task or otherwise disturbing the teacher or other class members.
Two kinds of student misbehavior---talking without permission (80%) and general goofing off, including making noises, daydreaming, or getting out of one’s seats without asking permission (19%).
Most of this lost teaching time can be salvaged if teachers systematically employ three kinds of techniques that strongly assist discipline: effective body language, incentive systems, and efficient individual help.

11. The Redl & Wattenberg Model
People in groups behave differently than they do individually.
Students adopt identifiable roles in the classroom.
Teachers are also cast into many different roles that affect student behavior.
Teachers should give students a clear say in helping set class standards and deciding how transgressions should be handled.
Fritz Redl and William Wattenberg

12. The Redl & Wattenberg Model
Diagnostic thinking is teachers’ best tool for resolving behavior problems.
Forming a hunch about the cause of the misbehavior
Quickly gathering facts about it
exploring hidden factors
taking action
evaluation
flexibility with other possibilities
PUNISHMENT IS A LAST RESORT IN DEALING WITH MISBEHAVIOR

13. The Curwin & Mendler Model (Discipline with Dignity)
Let the students know what you expect. This means establishing and posting clear rules and consequences
Provide instruction at levels that match student ability. In other words, where is the dignity in not being able to comprehend the material being learned in the classroom? Inability to understand will only lead to discipline problems.
Listen to what the students are thinking and feeling. Being able to identify with your students makes them feel important and understood.

14. The Curwin & Mendler Model (Discipline with Dignity)
Use humor. It defuses a potentially harmful situation without violence or accusation. Just make sure not to make students the butt of your jokes.
Vary your style of presentation. Doing the same activity for too long makes students restless and prone to outbursts of inappropriate behavior.
Offer choices. Make it seem like the student has some say in what happens. For example, "You can do your assignment now or during recess."

15. The Curwin & Mendler Model (Discipline with Dignity)
Refuse to accept excuses. This ensures that you treat students equally. If there are legitimate excuses for late homework, poor behavior, etc., they will need to be posted along with your expectations.
Legitimize behavior that you cannot stop. Generally, if you take something that is against the rules and make it acceptable, it ceases to be fun for the students.
Use hugs and touching to communicate with kids of all ages. Obviously, this must be used with caution because of sexual misunderstanding, abused students, etc. However, you want to communicate human warmth and caring, and kind words will only get you so far.

16. The Curwin & Mendler Model (Discipline with Dignity)
Be responsible for yourself and allow kids to take responsibility for themselves.
Realize and accept that you cannot reach every kid. Some of them choose to fail and this is not your decision.
Start fresh everyday. What happened yesterday is finished.

17. The Gordon Model
"You acquire more influence with young people when you give up using your power to control them...and the more you use your power to try to control people the less influence you'll have on their lives."

18. The Dreikurs Model
Discipline is not punishment. It means self-control.
The teacher's role is helping pupils to impose limits on themselves.
Teachers can model democratic behavior by providing guidance and leadership and involving pupils in setting rules and consequences.
All students want to belong. Their behavior is directed to belonging.

19. The Dreikurs Model
Misbehavior is the result of their mistaken belief that it will gain them peer recognition.
Misbehavior is directed at mistaken goals: attention- getting, power-seeking, revenge, and displaying inadequacy. The trick is to identify the goal and act in ways that do not reinforce mistaken goals.
Teachers should encourage students' efforts, but avoid praising their work or character.
Support the idea that negative consequences follow inappropriate behavior by your actions.

20. The Neo-Skinnerian Model
Behavior is shaped by its consequences, by what happens to the individual after performing the act.
Behavior is strengthened if followed immediately by reinforces. Technically, a reinforcer is a stimulus that increases the likelihood that the individual will repeat the act. We commonly think of reinforces as rewards.
Strengthened behaviors are those that have become more likely to be repeated.
Behavior is weakened if it is not followed by reinforcement.

21. The Neo-Skinnerian Model
Behavior is weakened if followed by punishment. Punishment is not the same thing as negative reinforcement.
Systematic use of reinforcement (rewards) can shape individual’s behavior in desired directions.
In the early stages of learning, constant reinforcement produces the best results. Constant means that the behavior is reinforced every time it occurs.

22. The Neo-Skinnerian Model
Classroom Application = Behavior modification; it is applied in these two ways:
The teacher observes the student perform a desired act; the teacher rewards the student; the student tends to repeat the act.
The teacher observes the student perform an undesired act; the teacher either ignores the act or punishes the student, then praises a student who is behaving correctly; the misbehaving student becomes less likely than before to repeat the act.