Theories of Management

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Theories of Management

• EDUC 4128

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Management Theories
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Classroom Management as Reaction to Discipline
Problems

• Skinners Behavioural Management Theory

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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.

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Skinner Behavioural Management

• This model of classroom management is also known
  as
• behaviourism
• behavioural techniques
• behaviour modification
• social-learning theory

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Classroom Management with a Preventative Approach

• Carl Rogers
• Jacob Kounin
• Alfie Kohn
• Jeanne Gibbs
• Jere Brophy
• Harry Wong

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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

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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

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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

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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

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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

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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

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Preventative and Reactive Strategies

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

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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

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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

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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.

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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

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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

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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
  well-being of others
• Avoid confrontations, power struggles or rumours

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Reactive Strategies

• Lee and Marlene Canter
• Rudolf Dreikurs
• Barrie Bennett and Peter Smilanich
• B.F.Skinner

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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

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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.

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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.

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Dreikurs Goals of Misbehaviour

• Based on Alfred Alders 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

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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

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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

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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

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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?

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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

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Good luck!