1. Theories of Management
EDUC 4128

2. Management Theories

3. Classroom Management as Reacting to Discipline Problems
Skinner’s Behavioural Management Theory

4. 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.

5. Skinner – Behavioural Management
This model of classroom management is also known as:
behaviourism
behavioural techniques
behaviour modification
social-learning theory

6. Classroom Management with a Preventative Approach
Carl Rogers
Jacob Kounin
Alfie Kohn
Jeanne Gibbs
Jere Brophy
Harry Wong

7. Carl Rogers Experiential Learning and Self-Actualization
Experiences need to be relevant, non-threatening and participatory
Teachers need to be real, prize students, empathetic and understanding
All students strive for self-actualization and self-fulfillment

8. Jacob Kounin
Effective Teaching includes group alerting and accountability, high participation and smooth transitions
Effective teachers are ‘withit’, use the ripple effect, overlapping and they don’t dangle, flip flop or get distracted

9. 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

10. 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, a caring culture, a community of learners and student-centredness
The curriculum includes social learning skills
Tribes training includes various school groups including parents and administrators

11. 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 assignments to practice 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

12. 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

13. Preventative and Reactive Strategies
Richard Mendler and Allen Curwin
William Glasser
Fred Jones
Thomas Gordon
Jean Hewitt

14. 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

15. 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

16. 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.

17. Jones’ Four Step Model
Classroom Structure: setting up classroom rules, routines and the physical environment
Limit Setting: rule reinforcement through the use of body language, and low-key responses
Responsibility Training: establishment of group rewards or incentives to create group responsibility and accountability for behaviour
Back-up System: hierarchic organization of negative sanctions, a) Private with Student, b) Public within Classroom, c) Public with Two Professionals

18. Thomas Gordon Teacher Effectiveness Training (T.E.T.)
Based on the philosophy of Carl Rogers-children are inherently rational and if directed and forced teachers by teachers, they will be stifled
Assumptions: student is internally 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, be understood, confront if necessary and use win-win problem-solving
Curriculum design involves structured activities, student ownership, communication and analysis of learning

19. 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

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

21. 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

22. Canters’ Assertive Discipline
Nonassertive Teachers
These 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.
Hostile Teachers
These teachers respond in a manner that disregards the needs and feelings of students. Their response to students are negative, condescending, sarcastic or hostile. They often make unprofessional comments about students and their peers. Consequences are overly severe.

23. Canters’ Assertive Discipline
Assertive Teachers
These 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.

24. 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.

25. 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:
To seek attention
To gain power
To seek revenge for some perceived injustice
To avoid failure

26. 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

27. 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

28. The Bumping Model Bump1: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

29. 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?

30. 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

31. Good luck in your practice teaching and your second term courses!