theories in classroom management democratic teaching
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THEORIES IN CLASSROOM MANAGEMENT Democratic Teaching
Rudolf Dreikurs
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Democratic classroom and teaching style
Social interest—condition in which students come to see that it is to their advantage to contribute to the wellbeing of the group as a whole
One of primary reasons students come to school is to develop that social interest, and it would continue outside of school
Thought it was essential to establish a sense of belonging for students
Discipline is based on mutual respect which motivates students to behaving constructively out of a heightened sense of social interest
An autocratic teacher is one who lays down the law in the classroom, feels a strong need to always be in charge, and doles out harsh consequences when rules are broken.
A permissive teacher is one who fails to insist that students comply with reasonable expectations and consequences
A democratic teacher is one who tries to motivate students from within, helps students develop rules of conduct that will enable the class so prosper and allows students to exercise freedom couple with responsibility
When students are unable to attain the genuine goal of belonging, they turn to mistaken goals. (trying to get attention, seeking power, seeking revenge, displaying inadequacy)
Encouragements vs Praise—encouragement->wods or actions teachers use to convey respect for students and belief in their
Of the three, I can see why Dreikurs would feel as though a democratic teacher would be the most effective.
I find it imperative for students to feel like they belong in the classroom—like they are wanted and needed there, but both their peers and their teacher(s)
If this doesn’t happen, the student simply won’t want to be there, and may act out in order to either:
o Try and feel like the part of the group
o Just simply create a situation in which they are no longer in that environment
I don’t agree however, that a primary reason for students to come to school is develop social interest. I think they come to school to learn, and building social interactions with other students happens along the way.
abilities. Praise-> only happens when something is completed successfully. Encouragement >> Praise
Logical consequences versus punishment—logical consequences->results the teacher consistently applies following certain behaviors, arranged jointly by teacher and students
THEORIES IN CLASSROOM MANAGEMENT
Instructional Management Jacob Kounin
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Theories/hypothesis
Desists—reprimand to stop unwanted behaviors
Ripple effects would be causes by desist of others
Found
No correlation between desist techniques and ability to stop behaviors (doesn’t work in high school level, and minimal effectiveness at elementary level.)
“With-it-ness”—teachers need to know what is going on in all parts of the classroom at all times
“momentum”—good lesson momentum helps keep students on track
“smoothness”—smoothness in lesson presentation helps keep students involved
“group alerting”—effective teachers have systems for gaining student attention and clarifying expectations
“Satiation”—teachers must see to it that students are not given over-exposure to a particular topic
“student accountability”—effective teachers keep students attentive and actively involved
“overlapping”—teachers good in behavior management are able to attend to two or more events simultaneously
“enjoyable and challenging”—teachers should make instructional activities enjoyable and challenging
As the research found, I am not sure desists would have any kind of ripple effect
If anything, it may have an opposite effect… if a student does something that gets under the teachers skin, and gets a reaction, other students may actually try it to see if they can get reactions as well—they may use that to fit in the group as dreikurs would believe.
However some of the terms kounin has shown, I got see as very useless
Classroom plans should be very smooth, and should be challenging and enjoyable for the students in order to keep their attention
THEORIES IN CLASSROOM MANAGEMENT
Discipline with Dignity Richard Curwin and Allen Mendler
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Strategies for improving classroom behavior through maximizing student dignity
Found it important that students had hope, felt respected, and had dignity
Students without hope need special consideration and care
Kinds of consequences:
Conventional (timeout, suspension, removal from room)
Generic (reminders, warnings, choosing/planning)
Instructional (teaching students how to behave properly, etc)
Help students regain hope by:
making learning more attractive,
change lesson plans to fit certain students learning styles,
allow creativity of artistic expression
Grading systems that do not damage effort
Discipline methods:
Scolding, Lecturing, sarcasm, detention, extra homework, names on board, trips to principal’s office (bad ideas)
Creative responses (role reversal, humor, nonsense, role reversal)
Teacher must create lesson plans to allow for dignity
What does it mean to create a lesson plan that allows for student dignity?
Grading systems that do not damage effort, is an idea that I completely agree with, however, it is also an idea that is very difficult to impiment
When students are working on projects, papers, homework, labs, etc—you don’t want them focusing on “what grade am I going to get”, but focusing on what they are learning, what it means, and how it can apply to other situations in the real world
BUT grades are always there, and always looming around students’ minds. How to make the grades less important is something I am not sue how to do yet
THEORIES IN CLASSROOM MANAGEMENT
Noncoercive Discipline William Glasser
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Getting students involved
Classroom meetings—students have a say in “classroom norms”
Only about 15% of high school students did ‘quality work’.
Basic needs/meeting students basic needs:
Survival (food, shelter, safe environment)
Belonging (security, comfort, membership within a group)
Power (sense of importance, sense of stature)
Fun (good time, interesting, engaging)
Freedom (opportunity to exercise choice and responsibility)
Students find pleasure when their needs are met. Otherwise, they will be frustrated.
Try to make lessons enjoyable, engaging, meaningful, and interesting
Let students talk about their actions and solutions/ consequences about their behavior
Make sure to build connection with students
QUALITY TEACHING: o Provide a warm and
supportive classroom o Make useful and
meaningful work o Ask students to do their
best o Asking students to
evaluate their work and make improvements
o Help students see that quality work make students feel good
Boss Teacher vs Lead Teacher
Boss -> lays down the rules
Leader -> allows more student envolvement
Overall, I find Glasser’s ideas to be pretty straightforward and useful, but also seem like common sense to me
Of course every teacher should want their classroom to be a warm supportive environment for learning
If students’ work isn’t useful and meaningful, they will have issues finding out why it needs to be done—other than they are getting graded for it. And for some students getting a grade just doesn’t matter
Maye having students evaluate their work, and see how they can improve it, will help them take pride in what they can do
And maybe that will help them focus less on what grade they get and more on what they are learning
THEORIES IN CLASSROOM MANAGEMENT
Assertive Discipline Lee & Marlene Canter
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness Students have clear rights and
needs that must be met if they are
to be taught effectively. These
students rights and needs include a
caring teacher who persistently
works to foster the best interests of
students.
Teachers have rights and need in
the classroom as well. Teachers’
rights include teaching in a
classroom that is free from
disruption, with support from
parents and administrators as they
work to help students
The most effective teachers are
those who remain in control of the
class while always remembering
that their principle duty to help
students behave responsibly
Teachers must continually model
through their own behavior the
kind of trust and respect for
students that they want students to
show towards others
A good discipline plan, build upon
trust and respect, is necessary for
helping students limit their own
counterproductive behavior. Such
a discipline plan contains rules and
Showing teachers how to establish a classroom
climate in which needs are met, behavior is
managed humanely, and learning occurs as needed
by: attending closely to student needs, establishing
good class rules of behavior, teaching students how
to behave properly, regularly giving students
positive attention, talking helpfully with students
who misbehave, establishing a climate of mutual
trust and respect
Clearly, confidently, and consistently express class
expectations to students
Attempt to build trust, teach students how to
behave so learning can progress, and they
implement a discipline plan that encourages student
cooperation
Help students understand exactly what is
acceptable and unacceptable, and make plain the
consequences that will follow student misbehavior
Recognize students’ needs for both:
o Consistent limits on behavior
o Warmth and encouragement
o Developing a solid basis of trust and
respect
Listen carefully to students, with
complete attention
Speak respectfully to students
I really enjoyed the canters’ ideas
Teachers and students both have rights and responsibilities in the classroom, and it seems the Canters were the only group that found both teachers and students rights and responsibilities to be just as important as the other
I could see myself setting up a management plan based on these ideas
I personally, would like my students to know exactly what can happen if they act inappropriately in the class
That way if for some reason, they do have a ‘punishment’ used, they can’t argue that they didn’t know what was coming. In this case (as wong said in his video) it isn’t necessarily a punishment.
It’s a consequence!
They knew what would happen if they acted in a certain way.
They acted that way…
consequences, and it must be fully
understood and supported by
students and their parents.
Most teachers need practice in
making positive repetitions (PR).
PR involve repeating directions as
positive statements to students who
are complying with class rules, for
example, “Fred remembered to
raise his hand. Good job.”
Negative consequences are
penalties teachers invoke when
student violate class expectations.
They are brought to bear only
when all else fails. Negative
consequences must be something
students dislike (Staying in after
class, being isolated from the
group) but must NEVER be
physically or psychologically
harmful.
Positive consequences are rewards,
usually words or facial expressions
that teachers offer when students
comply with class expectations.
The Canters consider positive
consequences to be very powerful.
Teachers must both model and
directly teach proper behavior. It
is not enough for teachers simply
to set limits and apply
consequences. They must go well
beyond that to actually teaching
students how to behave
Treat everyone fairly
Great students by name, with a
smile
Acknowledge birthdays and other
important evens in students’ lives
Learn about students’ interests and
what motivates them
Chat with students individually in
and out of the classroom
Send positive notes home with
students
Make occasional phone calls to
parents with positive comments
about the student
o Teaching students how they are expected
to behave
Teaching students how to follow
directions
Best time to do this is
immediately proper to the
first (or next) time the
activity is to take place
For younger children, give
demonstrations and have
children act them out
For older students, explain
the reasons behind the
directions and the benefits
they provide
Using positive recognition to
And the consequence are exactly what they expected!
responsibly in classroom
Teachers can have success with a
majority of students deemed
difficult-to-manage. They can
accomplish this be reaching out to
those students, learning about their
needs, interacting with them
personally, and showing a constant
willingness to help.
motivate good behavior
Praise is most effective
technique teachers have
for encouraging
responsible behavior
Guidelines:
o Effective praise is
personal.
Student’s name is
mentioned along
with the desired
behavior
o Effective praise is
genuine. It must
be related to the
situation and
behavior, and the
teacher’s
demeanor should
show that it is
sincere
o Effective praise is
descriptive and
specific. It lets
students know
when and why
they are behaving
appropriately
o Effective praise is
age appropriate.
Young
children
like to be
praised
publicly
Older
students
like praise
but
usually
prefer to
receive it
privately
Methods:
o Scanning—
looking around the
classroom
regularly to find
students who are
working
appropriately
o Circulating around
the classroom to
give one-on-one
attention
o Writing names on
the board of
student who are
behaving
responsibly
THEORIES IN CLASSROOM MANAGEMENT Teaching with Love and Logic
Jim Fay & David Funk
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
How to manipulate your students
Make your job easier, by making students think about what they were doing wrong
Consequences/approaching students right after action happened is not necessary
Advanced warning of punishment does not help
Make the student think/work/about what they did
3 main rules o Use enforceable limits o Provide choices within
limits o Apply consequences
with empathy
Ask questions! Make them think about what they did and why it may be wrong
Delay consequences, allowing for student and teacher to both calm down
Be patient with student before giving out punishments/consequences
Possible method. If student disagrees with consequences (as unfair), students are allowed to defend their view
Do not be commanding o Suggest what to do, not
say this is what you should do or be doing
Relationship building—encourage students with something positive and do not make more withdrawn students distrusting of compliments
I am all for making students do the work, and saving my own energy
BUT, I don’t think I could use this type of classroom management.
I can see how it could potentially work and make students think about what they did , and why it was wrong but at some points a teacher has to immediately dole out consequences..
Being inconsistent in the way your classroom is managed is just going to cause confusion, and mistrust between the students and teachers
THEORIES IN CLASSROOM MANAGEMENT Beyond Discipline
Alfie Kohn
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Important to have democracy, community, and discussion in the classroom
When you show that you care for and respect your students, they will be more likely to respect you
Rules have no practical value in the classroom
Each teacher needs to know what they expect from their classroom and what they want to be
Take away the threat/ reward/ punishment system
Encourage conflict in the classroom because it allows students to problem solve, discuss, and learn to disagree
When finding structure and limitations in class be aware of
o Purpose o Restrictiveness o Flexibility o Developmental
appropriateness o Presentation style o Student involvement
Class meetings are necessary and important; they help sharing deciding, planning, and reflecting
With-it-ness—attentive to what all of the students in the classroom are doing and make sure the students are aware that you are attentive to the entire classroom
I am not sure I can agree with Kohn’s premise that rules have no practical value in the classroom
Rules exist everywhere…in sports the students play, in jobs the students will have one day…simply everywhere
Encourage conflict? I don’t think so.. sure it can allow students to learn how to problem solve and see that disagreements are going to occur
But allowing conflict to happen in your classroom, is going to take up ALL of your classroom.
It simply won’t allow the time for students to learn what you want them to learn—about your individual topics.
THEORIES IN CLASSROOM MANAGEMENT Positive Discipline in the Classroom
Jane Nelsen, Lynn Lott, and H. Stephen Glenn
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Discipline problems become insignificant with classrooms that have good atmosphere, etcetcetc
3 empowering perceptions o Personal capabilities o Significance in primary
relationships o Personal power to
influence one’s life
4 essential skills o Intrapersonal skills o Interpersonal skills o Strategic skills o Judgemental skills
8 building blocks to effective class meeting
o Form a circle o Practice compliments
and appreciations o Create an agenda o Develop communication
skills o Separate realities
(everyone’s different) o Ask student’s if they have
ever wondered why people do what they do
o Practice roleplaying and brainstorming
o Focus on non-punitive solutions
This group seems that if you act like the world is perfect, your classroom will be perfect
I just don’t see it working
I understand that you want to have a very positive atmosphere in your classroom, but that doesn’t mean there will be no classroom interruptions or issues
Of course students should believe that they have the power to influence their own life—they do!
But everything around someone can influence them as well.
Class meetins have seemed to be a theme through a few different management ideas, and I can find them useful. But a lot of time there is so much topical material to cover, when can you have these meetings?
5 minute meetings won’t do much, so they would need to be a good chunk of time, and fitting them in may not allow for all topics to be covered. It may also be a time when students just feel they don’t have to pay attention!
THEORIES IN CLASSROOM MANAGEMENT Cooperative Discipline
Linda Albert
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
Students choose their own behavior
Should involve parents (collaborative effort)
Teachers can only influence behavior (students have to choose themselves)
Avoidance of failure behavior—students would rather look lazy than stupid
3 C’s
Let students feel capable o Build confidence o Focus on past successes o Make learning tangible
Allow them to connect (with positive relationships
o Acceptance o Attention o Appreciations o Affirmation o Affection
Let them contribute o Encourage students to
help other students, the community, the class, and the school
o Make sure each student has a positive influence
Conflict resolution plan (6d) o Determine problem
without blame o Declare solution to
problem o Describe feelings o Discuss resolution o Decide on a plan o Determine the plan’s
effectiveness
I have seen situations that students help build the classroom rules and consequences, and I love that idea.
They can’t argue with a rule they, themselves, found important in the classroom.
I could potentially use this, but I would have to ‘influence’ the idea of a few rules that I find most important. Most students would most likely agree with those rules as well.
Making sure parents are involved in the classroom process is important as well. Many students take on the views of their parents when it comes to school! So having parents on your side, most likely students will be as well!
THEORIES IN CLASSROOM MANAGEMENT
The First Days of School Harry K. Wong & Rosemary T. Wong
Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness
What helps students learn?
1. Classroom management (#1
thing)
a. It is the teacher who
makes the difference in
the classroom
b. What the teacher does in
the classroom is the most
important thing when it
comes to student learning
2. Learning Processes
a. Teaching students how to
learn?
b. Like how to take notes
c. How to read a textbook
d. How to work in groups
3. Home & Parental Support
4. Teacher and Student
Interrelationships
……
28. District Demographics
First day: I. How to greet students
a. Welcome them when they get
there, shake hands, make sure
they know they are in the right
place
b. Gives index card with random
letter and number
i. (seating assignment)
ii. Why assign seats?
iii. Effective teachers assign
seats on the first day of
school
iv. That can be shuffled
later!
v. Want seating chart
1. Facilitates roll
taking
2. Aids name
memorization!!
3. Keeps potential
trouble makers
from sitting
together in the
I had never really thought about how important the first day of school—and the first week of school—really could be
I can see how they would set the tone for the entire semester/year!
It seems as the wong, and myself, agree with some of the other authors when saying students want to know how they are supposed to behave, and what they need to do
Giving students procedures for how they will act during class gives them a very specific way that they need to act every single day
Students know what is going on, there is no confusion.
And best thing yet, the teacher doesn’t have to get upset, raise his/her voice, and make students feel like the teacher is against them
I could easily see myself using some, if not many of the different methods Wong used himself, or other teachers used that Wong shared
What affected student achievement in his classroom
1. How he managed his classroom
2. His expectations of his students
First day of school
Very important (or most important
day)
First day cannot be repeated!
All students want to know the
following:
1. Am I in the right room?
2. Where am I supposed to
sit?
3. What are the rules in this
classroom?
4. What will I be doing this
year?
5. How will I be graded?
6. Who is the teacher as a
person?
a. Are you
competent?
7. Will you treat me as a
human being?
back of the room
II. Must be assignment posted before
student walks in
a. Should be posted in same
location every single day!
b. Immediately get to work!
c. The very first thing that must
happen when students first walk
into the class, they must get
directly work!
III. OWN IT
a. I take responsibility for doing it
How do you get students to succeed, and how to run a class that is very effective?
Has a discipline plan posted in class. Also gives students in class 2 copies (one for them, and one for their parents). Must have a plan!! Make sure the office has that plan as well! 3 parts:
1. Rules (3-5)
2. Consequences
3. Rewads
The number one problem is classrooms is a lack of procedures and routines!—NOT lack of discipline! Discipline—concerns how students behave Has penalties and rewards A rule is a dare to be broken! Deals with behavior Procedures—concern how students get things down Does not have penalties and rewards A procedure is a do, a step to be learned Deals with doing Make the students do the work!
An effective teacher manages a classroom. An ineffective teacher disciplines a classroom. Student achievement as the end of the year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of school.
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