20th and 21st Century Classroom Management Pioneers

Nicole Whaley EDU-430 Grand Canyon University

Educators have found various difficulties locating both effective and efficient methods of managing misbehavior in the classroom.

Left with frustration and despair some resorted to cruel and unacceptable means of disciplining disruptive pupils.

My PowerPoint presentation will examine the following classroom management pioneers and how their contributions changed the art of

teaching and managing a classroom environment.

Alfie KohnB.F. SkinnerRudolf DreikursBarbara ColorosoHaim GinottLee +Marlene

Canter

B.K. SKINNERBehavior Modification

Rewards/positive reinforcements shape pupil’s behavior and pushes them towards the right direction.

One’s behavior is formed by that individual’s consequences of what occurred immediately after an action.

The absence of positive reinforcement weakens an individual’s behavior.

Punishment weakens an individual’s behavior tremendously. Constant to gradual reinforcement is required in order to

produce good behavior.

FOUR TYPES OF POSITIVE REINFORCEMENT

B.F. SKINNER

1. Social reinforcement

Verbal or non verbal praise of recognition and

encouragement.

2. Graphic Reinforcement

Stickers, happy faces, stamps and things of that nature given to pupils for

good performance in

school.

3. Active ReinforcementDepending upon the age of the student, any activity preferred my pupil during school hours.

4. Tangible ReinforcementAnything pupils are able to earn as a gesture of appraisal for good behavior.

HAIM GINOTT (1922-1973)

Congruent Communication

Educators set the stage for positive behavior.

The essence of discipline is to find more efficient alternatives to punishment.

Communication is key.

Ginott’s Key Points Utilize congruent

communication.

Promote self-discipline.

Be acceptable and knowledgeable of pupils while avoiding demeaning body language and tone.

Place emphasis on the exchange and interaction between teachers and pupils.

RUDOLF DREIKURS(1897-1973)

“Humans are social beings and their basic motivation is to belong..” (R. Dreikurs, 2003)

“ When students are unable to attain genuine goals of belonging, they turn to mistaken goals” (R. Dreikurs, 2003)

RUDOLF DREIKURS (con’t)

Mistaken Goals The search for assumed

power in the classroom. Seeking out Revenge. Displaying consistent

inadequacy Looking for unhealthy attention

Main Goals of Democratic

Teaching Encourage pupils to gain social

interest so that pupils learn the advantage of contributing to a group.

Encourage pupils while avoiding praise.

Consequences should be present and enforced.

Teachers should provide a community of belonging for their pupils.

Roles of responsibility fosters a child’s nature for community.

LEE + MARLENE CANTERAssertive Discipline

Systematic and objective ways of ensuring a teacher controlled environment in the classroom.

Educators should be demanding but ensuring equal and fair treatment of all students.

Disciplinary Plans specifically outlines an educator’s expectation of his or her students as well as provide positive/negative consequences for behavioral purposes.

Students should never be allowed to prevent an educator from teaching nor their peers from gaining educational instruction.

An educator’s conduct should be assertive when dealing with behavior as oppose to passively dealing with behavioral concerns later on.

Know students want their teachers to be in control of both their classrooms and their student's behavior.

Non AssertiveA teacher who doesn’t clearly express their wants and feelings, nor do they back up their words with the necessary positive action. Non-assertive teachers will feel frustrated and inadequate due to their inability to get their needs met in the classroom or control kids. The stress will build and eventually result in burn out and becoming fed up with students and teaching as a profession (Canter, 2009).

HostileTeachers express their wants and feelings, but in a way that “puts down” others or abuses their rights. The negative emphasis of a hostile response style tends to create a negative environment and affects the way teachers and students feel about themselves. They don’t like the way they are behaving and thus, most feel guilty about the way they are dealing with students. The fear, guilt and negative responses become a major stumbling block to the development of anything but a negative, self-defeating teacher-child relationship (Canter, 2009)

AssertiveA teacher clearly and firmly communicates their needs to their students, and are prepared to reinforce their words with appropriate actions. They respond in a manner which maximizes their potential to get their needs met, but in no way violates the best interests of students. Students learn to trust and respect an assertive teacher, because they know the teacher is “fair”, meaning what they say and saying what they mean. Students clearly know the parameters of acceptable and unacceptable behavior (Canter, 2009).

BARBARA COLOROSOResponsibilities and Inner Discipline Students will develop self discipline when treated with

respect, given responsibilities and choices as well as allowed to experience realistic and reasonable consequences for their actions.

Students need to be taught HOW to think not WHAT to think by their teachers.

Children depend on their teachers to provide consistency and structure.

Parents and teachers need to say what the mean and mean what they say while doing what they say the are going to do.

(Coloroso ,2002)

SIX CRITICAL MESSAGES CHILDREN NEED TO HEAR DAILY

I BELIEVE IN YOU.I TRUST YOU.I KNOW YOU CAN HANDLE

ANYTHING.YOU ARE LISTENED TO.YOU ARE CARED FOR.YOU ARE VERY IMPORTANT

Teaching Self Control How To Deal With Serious Misbehavior

Showing pupils what they have done incorrectly.

Giving students ownership of a problem which they are responsible for.

Provide strategies for solving suggested problem

Maintaining the dignity of the child while giving instruction.

RESTITUTION: Doing what is needed to repair any damages caused.

RESOLUTION: Indentifying and correcting misbehavior in a fashion which prevents its reoccurrence.

RECONCILIATION: Establishing healing relationships with all parties affected by the misbehavior.

CLASSROOM LEARNING COMMUNITIES

“Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence, so it follows that practices that pit students against one another in some kind of competition, thereby undermining a feeling of community, are deliberately avoided. (Kohn, 2003)”

ALFIE KOHN

ENSURING LEARNING COMMUNITIES WITHIN THE CLASSROOM

Reflect on Academic instruction

Help students connect.

Perform classroom meetings

Produce classroom and school wide activities.

Respect the students in the classroom.

REFERENCESCanter, Lee, and Marlene Canter. Assertive Discipline:

Positive Behavior Management for Today's Classroom. Santa Monica, CA.: Lee Canter and Associates, 2009. Print.

Coloroso, Barbara. Kids Are worth It!: [giving Your Child the Gift of Inner Discipline]. Toronto: Penguin, 2002. Print.

Dreikurs, Rudolf, and Lorenr Grey. A New Approach to Discipline: Logical Consequences. New York: Hawthorn, 2003. Print.

Ginott, Haim G. Teacher and Child: A Book for Parents and Teachers. New York, NY: Avon, 2009. Print.

Kohn, Alfie. Beyond Discipline: From Compliance to Community. Alexandria, VA: ASCD, 1996. Print.

Skinner, B. F. The Technology of Teaching. New York: Appleton-Century-Crofts, 1968. Print.