1. Pioneers In Classroom Management
Melissa Meinzinger
June 22, 2011
EDU-536

2. Six Pioneering Theories
Group Dynamics
Behavior Modification
Choice Theory
Congruent Communication
Assertive Discipline
Responsibility and Inner Discipline

3. Group Dynamics Mental Hygiene in Teaching - 1951 William Wattenberg
Fritz Redl
Mental Hygiene in Teaching

4. Group Dynamics Theory:
Students behave differently in a group than they do individually.
Students will assume certain roles within the group.
Certain roles will be expected of teachers.
Utilizes “influence techniques” instead of punishments, such as “supporting self-control, offering situational assistance, and appraising reality.”(Charles,2011)
Teachers were encouraged to identify the motivations behind behavior.
Students and Teachers discuss and determine appropriate classroom behaviors.
*According to Charles, Group Theory did not catch on well because it was just “too new and different.” (Charles, 2010)

5. Contributions of Group Dynamics
Group Dynamics is the 1st theory based approach to classroom discipline.
It began the movement toward modern discipline. (Charles, 2011)
*While Group Dynamics was not highly utilized, it is important because it begins the movement toward using research to determine management of classrooms.

6. Behavior Modification
The Science of Learning and the Art of Teaching
Skinner is the most celebrated psychologist since Sigmund Frued. (Boeree, 2006).
*Skinner’s theories are used widely today, even when teachers are unaware of their use…what teacher does not use some kind of reward system to encourage positive behavior? This is essentially reinforcement stimuli.
B.F Skinner

7. Skinner’s Research
Skinner researched behavior “conditioning” (Boeree, 2006) in which the subject learned to behave in a certain way through a system of reinforcing a desired behavior.
Behavior was encouraged or discouraged by the immediate response or events that occurred directly following the behavior, or the reinforcing stimuli
When a subject received a pleasant reinforcing stimuli, the subject was more likely to repeat the behavior.

8. Behavior Modification Theory
The teacher seeks to encourage positive classroom behavior in students by using reinforcing stimuli, similar to a reward.
The student may receive stimuli they recognize as a reward such as a treat of some kind, or ones they are unaware of such as verbal praise from the teacher.
Constant reinforcement is when the student receives the stimuli every time they perform an action, such as turning in work on time.
Variable, or intermittent reinforcement is when a student may or may not receive the stimuli when an action is performed. The student will perform action hoping to receive the reward.
Punishment is not used in behavior modification theory.
*Skinner did not gear his research for classroom management principles, but as they deal with human behavior, they have obvious applications in the classroom.

9. Contributions of Skinner’s Research
Skinner’s research shows us that what occurs because of a student’s behavior will effect their decisions to repeat that behavior. “The consequences of an act affect the probability of it's occurring again.” (Skinner, quoted on BrainyQuote, 2011)
According to Charles, “Skinner’s great contribution…was to establish scientifically that people will engage in and learn from activities that bring them pleasure.” (Charles, 2011)
Principles of behavior modification are still widely used in teaching, child rearing, and improving human relations. (Charles, 2011)

10. Choice Theory Schools Without Failure – 1969
Choice Theory in the Classroom – 1990, 1998
William Glasser
“When deciding to use Choice Theory in an elementary classroom, teachers must share with their students that they have a say in what they learn and how they learn it. In order to have their “say” students must learn to make choices.” (unknown, Classroom Management Theorists and Theories/William Glasser, 2011)

11. Tenants of Choice Theory
All behavior is a choice
The only behavior an individual can control is owns one.
All behavior is meant to fill some need…survival, belonging, power, fun or freedom
Teachers can help students by determining how they want school to be and planning out what choices will lead in that direction.
*This method can have a lasting impact as it teaches the child that the decisions they make can determine how they feel at the same time recognizing that they can not make those around them do anything.
* My father, who works in management, says he has been trying to teach people who work for him these ideas for years…choice theory has many applications, even beyond the classroom.

12. Major Contributions of Choice Theory
Behavior as a choice – Choice Theory describes how every individual chooses their behavior. No one can control another.
Classroom Meetings – Teachers and students discuss problems and concerns and agree to make changes.
Dealing with the present – Choice Theory encourages both teachers and students to deal with the situation, and not focus on the past, which can not be changed.

13. Congruent Communication
Teacher and Child
Haim Ginott

14. Tenants of Congruent Communication
Encourages teacher/student communication that is respectful and understand of student feelings and needs.
Students are treated as equals in all communications.
The situation at hand is addressed, not the character of the student.
Teachers should describe the situation and allow the student to suggest solutions.
Utilize I-message which describe feelings, not actions.
Praises the effort, not the character or success of students.
*I-messages are a way of addressing the feelings of the speaker, while not maligning character or intentions of the other person. Congruent communication can be especially useful in resolving conflict. Students can be taught to use these tenants in their dealings with other students, not only with the teacher.

15. Major Contributions of Congruent Communication
Provides teacher with tools to communicate with students respectfully.
Utilizes a positive approach to conflict resolution.
This communication model is “now advocated in all programs of classroom discipline.” (Charles, 2011)

16. Assertive Discipline
Lee and Marlene Canter
Assertive Discipline: A Take Charge Approach for Today’s Educator

17. Assertive Discipline Method
Both teacher and student rights to a calm learning environment is asserted.
Teachers are firm and in control, yet kind.
Teachers are to develop clear rules for classroom behavior.
Positive or negative consequences are applied to positive behavior or misbehavior.
Positive attention for misbehavior was added to the method to avoid being “too controlling.” (Charles, 2011)
Detailed behavior expectations for many types of classrooms and classroom situations.
*Negative consequences are progressively more unpleasant until the misbehavior is changed.
The Canter’s method delineates practices and expectations for any number of possible classroom situations, such as transitions, group work

18. Assertive Discipline’s Major Contributions
Introduced basic concepts of how a teacher’s expectations impact his or her ability to motivate students to be successful. (Canter, 2006)
Expectations in classroom acknowledged that students did have the ability to control their behavior.
Approach to discipline was especially needed at the time and remained popular for more than 2o years.
*According to Charles, this method was so popular because it came at a time when permissiveness had made teaching progressively more difficult.

19. Responsibility and Inner Discipline
Barbara Coloroso
Kids Are Worth It: Giving Your Child the Gift of Inner Discipline

20. Responsibility and Inner Discipline
Trust and responsibility are the climate of the classroom.
Teachers show students when they are wrong and suggest solutions.
Dignity of student is maintained while student must take responsibility (ownership) of issue or problem.
Students are not saved from the consequences of their decisions.
Students must resolve issue in a way that “repairs the damage, resolves, and reconciles.” (Charles, 2011)
“These steps help students acquire integrity, wisdom, compassion, and mercy, all of which promote inner discipline.”(Charles, 2011)
This method allows the student to develop concept of resolving issues that they are responsible for, without degrading them. Tools are used to help the student develop solutions to repair the damage to relationships…another method of classroom discipline that provides tools for use outside of the classroom.

21. Major Contributions
Acknowledged the rights of the individual student to education with dignity, while also maintaining that student’s responsibility as part of the community.
Students are given tools to resolve issues, rather than being told what to do or how to fix something.
Allowed student to experience the natural consequences of their actions.
*This theory appears somewhat similar to the “Love and Logic” system of childrearing. “Love and Logic” now offers tools for teachers to use the method in the classroom.

22. Pioneers
These 6 classroom pioneers offer the classroom teacher many different ideas for maintaining discipline in the classroom. While each may not fit in all classrooms and with all teachers, they all deserve to be considered as they provide useful tools for maintaining an environment where students can learn and grow.

23. Refrences
Works Cited
Boeree, C. G. (2006). My personal website - Dr. C. George Boeree. Retrieved June 22, 2011, from Shippenberg University:
Canter, L. (2006). Classroom Management for Academic Success. Bloomington, Indiana: Solution Tree.
Charles, C. (2010). Building Classroom Discipline. Pearson, Inc.
unknown. (2011). Retrieved June 22, 2011, from Brainy Quote:
unknown. (2011, March 4). Classroom Management Theorists and Theories/William Glasser. Retrieved June 22, 2011, from Wikibooks:

24. Images
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Images where pulled from Google Images and listed at the above websites, except for Picture 2, which was copied from Charles, 2011