1. Management Theories Theorists Skinner Rogers Kounin Kohn Gibbs Brophy
Wong
Jones
Mendler & Curwin
Glasser
Gordon
Hewitt
Canter
Dreikurs
Bennett

2. Management as Reaction to Discipline Problems
Skinner’s Behavioral Management Theory

3. Skinner – Behavioral Management
Definition: The practice of providing consequences for both positive and negative behavior. The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behavior.

4. Skinner – Behavioral Management
This model of classroom management is also known as:
behaviorism
behavioral techniques
behavior modification
social-learning theory

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

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

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

8. 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

9. 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 (incl. social learning), a caring culture, a community of learners and student-centeredness
Tribes training includes various school groups including parents and administrators

10. Jere Brophy
Good teaching includes enthusiasm, instructional goals, organization, and teacher as problem-solver
Good teachers present the concepts, include discussions and activities and give tasks to practice working with 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

11. 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

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

13. 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

14. 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 behavior 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

15. Fred Jones “Positive Classroom Discipline”
The teacher systematically strengthens desired behavior while weakening inappropriate behavior by using proximity control, negative reinforcement, incentives, body language and peer pressure.

16. 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 behavior
Back-up System: hierarchic organization of negative sanctions, a) Private with Student, b) Public within Classroom, c) Public with Two Professionals

17. Thomas Gordon Teacher Effectiveness Training (T.E.T.)
Based on philosophy of Carl Rogers, I.e., children are inherently rational and, if directed and forced by teachers, will be stifled
Assumptions: student is intrinsically motivated to be good, should be supported by an accepting relationship and is capable of solving own problems
Teachers are taught to observe the behavior, identify who owns the problem, demonstrate understanding, confront if necessary and use win-win problem-solving
Curriculum design involves structured activities, student ownership, communication and analysis of learning

18. Jean Hewitt “Playing Fair”
Based on the society’s concept of “fair “ behavior
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 rumors

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

20. 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

21. 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.
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.

22. Dreikurs’ Logical Consequences
Definition: The teacher considers the motivation and goals of the student behavior 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 behaviors.

23. Dreikurs’ Goals of Misbehavior
Based on Alfred Alder’s concept that all behavior had a purpose or goal, Dreikurs identified 4 student goals of misbehavior:
To seek attention
To gain power
To seek revenge for some perceived injustice
To avoid failure

24. Dreikurs’ Logical Consequences
Must be tied directly to the misbehavior
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

25. Barrie Bennett and Peter Smilanich
“The Bumping Model” of the teacher’s responses to student misbehavior
Increasingly severe responses by the teacher based on the degree of the student’s BUMP.
Implies that teacher must take more drastic measures as behavior persists

26. The Bumping Model Bump 1: Prevent misbehavior 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 humor…)
Bump 6: Informal Agreement
Bump 7,8, 9,10: Informal contracts with other persons involved

27. 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?

28. 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 misbehavior, 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