Management

Theories of Management
EDUC 4128
Management Theories
Theorists
Skinner
Rogers Kounin Kohn Gibbs Brophy Wong
Jones Mendler and Curwin Glasser Gordon Hewitt
Canter Dreikurs Bennett
Classroom Management as Reaction to Discipline Problems
Skinners Behavioural Management Theory
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.
Skinner Behavioural Management

This model of classroom management is also known as: behaviourism behavioural techniques behaviour modification social-learning theory
Classroom Management with a Preventative Approach

Carl Rogers Jacob Kounin Alfie Kohn Jeanne Gibbs Jere Brophy Harry Wong
Carl Rogers
Experiential Learning and SelfActualization Experiences need to be relevant, nonthreatening and participatory Teachers need to be real, empathetic, understanding, and prize students All students strive for self-actualization and self-fulfillment
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 dont dangle, flip flop or get distracted
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
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-centredness Tribes training includes various school groups including parents and administrators
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 tasks to practise 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
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
Preventative and Reactive Strategies

Richard Mendler and Allen Curwin William Glasser Fred Jones Thomas Gordon Jean Hewitt
Mendler and Curwin

Motivating Students Who Dont 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
William Glasser
Reality Therapy -Control/Choice Theory All humans have a need for love a feeling of selfworth 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
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.
Jones Four Step Model

1. Classroom Structure: setting up classroom rules, routines and the physical environment 2. Limit Setting: rule reinforcement through the use of body language, and low-key responses 3. Responsibility Training: establishment of group rewards or incentives to create group responsibility and accountability for behaviour 4. Back-up System: hierarchic organization of negative sanctions, a) Private with Student, b) Public within Classroom, c) Public with Two Professionals
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 behaviour, 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
Jean Hewitt
Playing Fair Based on the societys 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 wellbeing of others Avoid confrontations, power struggles or rumours
Reactive Strategies
Lee and Marlene Canter Rudolf Dreikurs Barrie Bennett and Peter Smilanich B.F.Skinner
Canters Assertive Discipline

Definition: The teachers response style sets the tone of the classroom as well as impacting on the students self-esteem and success. The Canters identified three basic response styles used by teachers when interacting with students
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.
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.
Dreikurs Goals of Misbehaviour

Based on Alfred Alders concept that all behaviour had a purpose or goal, Dreikurs identified 4 student goals of misbehaviour: 1. To seek attention 2. To gain power 3. To seek revenge for some perceived injustice 4. To avoid failure
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
Barrie Bennett and Peter Smilanich

The Bumping Model of the teachers responses to student misbehaviour
Increasingly severe responses by the teacher based on the degree of the students BUMP. Implies that teacher must take more drastic measures as behaviour persists
The Bumping Model

Bump 1: 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
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?
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
Good luck!

Management

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Theories of Management

Rogers Kounin Kohn Gibbs Brophy Wong

Jones Mendler and Curwin Glasser Gordon Hewitt

Canter Dreikurs Bennett

Classroom Management as Reaction to Discipline Problems

Skinners Behavioural Management Theory

Skinner Behavioural Management

Skinner Behavioural Management

Classroom Management with a Preventative Approach

Preventative and Reactive Strategies

Mendler and Curwin

Jones Four Step Model

Canters Assertive Discipline

Canters Assertive Discipline

Dreikurs Logical Consequences

Dreikurs Goals of Misbehaviour

Dreikurs Logical Consequences

Barrie Bennett and Peter Smilanich

The Bumping Model

Common Elements of Theories

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