By Khairunnisa Sharom (5 PISMP TESL 3)

Classroom Management Theories

Description

A theory which allows pupils to take part in the teaching

and learning activities along

with the teacher.

Identify and address mistak-en goals of misbehaviour.

Act as democratic rather than autocratic or permis-

sive.

Use logical consequences rather than punishment.

Understand the difference between praise and

encouragement.

Description

Focused on a teachers ability to affect students

behavior through instruc-

tional management

Incorporated both the instructional and discipli-

nary aspects of the class-

room together.

Teachers who use effec-tive instructional manage-

ment keep their pupils

focused on learning tasks

and minimize behaviour

problems.

Description

Assertive discipline is a

systematic and objective

way of ensuring a teacher

-controlled classroom.

It is also called the "take-

control" approach to

teaching, as the teacher

controls their classroom in

a firm but positive man-

ner.

The teacher creates a set

of behaviour rules for the

class and a set of nega-

tive consequences that

result if the rules are not

followed.

Theories of Democratic

Teaching

by Rudolf Dreikurs Theories of Instructional

Management

by Jacob Kounin

Theories of Assertive

Tactics by

Lee Canter & Marlene Canter

Democratic Teaching Instructional Management Assertive Tactics

Similarities Designed to control pupils behaviour in the classroom. Designed to control pupils behaviour in the classroom. Designed to control pupils behaviour in the classroom.

Good rapport between teacher and pupils. Good rapport between teacher and pupils. Good rapport between teacher and pupils.

Teacher address the pupils mistakes. Teacher address the pupils mistakes. Teacher address the pupils mistakes.

Differences Student centered. Teacher-centered. Teacher centered.

Use logical consequences. No punishment. Has punishment.

Teacher sets rules. No explicit rules. Teacher sets rules.

Develop personal responsibility in pupils. Does not develop personal responsibility in pupils. Does not develop personal responsibility in pupils.

Strengths Gives opportunity for the students to participate in the teaching and learning process.

Logical consequences produce better results than punishment.

Promotes respect and communication among teacher and students.

Weaknesses Might be difficult for teachers to identify and under-

stand pupils reasons for misbehaving.

Teachers may not be able to respond properly and to

provide logical consequences for all misbehaviour.

Strengths Behavior problems are reduced to a minimum.

Smooth teaching and learning processes .

Create a positive classroom environment.

Applicable for a variety of classroom scenario.

Weaknesses Time consuming.

It does not develop personal responsibility in pupils.

Preventing rather than correcting.

Strengths Develop good class control.

Student expectations are clearly stated.

No interruptions from students during

teaching and learning session.

Simple and well-structured plan.

Weaknesses Teaching style may not fit the need of all

students.

Teacher can become over controlling.

Minimal students interactions.

Students are not allowed to give ideas.

1. Mistaken goal - Provide lessons with social interest in mind - Communicate with one another - Mutual respect - Look for positive attributes in students

2. Democratic style - Discussions and teacher learns how to accept pupils opinion - Students involve in making decisions in the classroom

3. Encouragement - Give positive reinforcement - Appreciate students effort of learning - Display students work - Dont require perfection

4. Consequences -Apply logical consequences -Give relatable punishments to students

Strategies

Recognizing and removing roadblocks such as negative expectations.

Practicing assertive responses : - Non-assertive (passive). Used by teachers who fail to establish clear standards of behaviour. - Hostile. Use threats and sarcasm. Has potentials for emotional harm and possible abuse - Assertive. Explains what behaviour is unacceptable and acceptable. The consequences of various behaviors are made clear to the students.

Setting limits

Following through on limits

Implementing a system of positive assertion such as ; special awards and positive notes.

Strategies

With-it-ness - constantly scan the

classroom for potential disruptions

and see a disruption almost before it

starts

Momentum - maintain the flow of the

lesson and do not engage in

behaviours that slow down the pace

of the lesson

Smoothness - maintain a smooth

flow of activities

Group alerting - use a range of cues

and signals to keep the group alert

and focussed

Accountability - questioning to keep

the group accountable to the goals

of the lesson

Strategies