20th and 21st Century Classroom Management Pioneers By.
Transcript of 20th and 21st Century Classroom Management Pioneers By.
20th and 21st Century Classroom Management Pioneers
By
Discipline through Assertive TacticsLee and Marlene Canter
• Believed teachers should be in charge of their classrooms by being “calm, insistent and consistent” in their interaction with students
• Developed the idea of student & teacher rights• Suggested that student behavior is tied to meeting
student and teacher needs• These ideas were known as “Assertive
Discipline”
• Classified three types of teachers:• ◦ Hostile: “view students as adversaries”• ▪ takes away fun & trust• ◦ Nonassertive: “overly passive”• ▪ causes student insecurity & frustration• ◦ Assertive: model & express clear
expectations• ▪ meets student & teacher needs
Discipline through Assertive Tacticscontinued
• Encourages teachers to write out discipline plan that includes:
• ◦ Rules: express how students should behave• ◦ Positive Recognition: rewards students who keep
class expectations• ◦ Corrective Actions: must be consistent, shows
students they've “chosen the consequences”• ◦ Discipline Hierarchy List: shares “corrective
actions and the order in which they will be imposed within the day”
• Suggest that students must be taught the discipline plan
Discipline through Assertive Tacticscontinued
• Created the concept of rights in the classroom
• Insisted teachers have a “right” to be supported by administration & parental support
• Provided procedures for efficient correction of student misbehavior
Discipline through Assertive TacticsContributions to Discipline
Discipline through Democratic Teaching
Rudolf Dreikurs • Supposed that students behave best when they
believe that good behavior has social value• Self control can be seen when students “show
initiative, make reasonable decisions, and assume responsibility”
• Suggests that teachers & students working together to decide how the class should work, creating a democratic classroom
• ◦ Autocratic & Pessimistic classrooms don't have good discipline
Discipline through Democratic Teachingcontinued
• Believes students want to behave & belong, this is their “genuine goal”
• ◦ Students feel they belong when the teacher & their peers provide “attention, respect, involve them in activities & don't mistreat them”
• When students don't belong, they:• ◦ seek attention• ◦ seek power• ◦ seek revenge• ◦ feel inadequate
Discipline through Democratic Teachingcontinued
• When students misbehave, they're pursuing mistaken goals
• ◦ teachers should correct students by identifying their behavior & discussing the faulty logic
• Also suggested students & teachers create class rules together
• ◦ Rules need logical consequences for following & breaking the rules
• Believed punishment should never be used
Discipline through Democratic TeachingContributions
• First to base discipline on social interest• First to suggest democratic structure of classroom management• Suggested teachers use encouragement• Made several suggestions for teachers about encouragement, a
few:• ◦ “Always speak in positive terms”• ◦ Encourage students to seek improvement• ◦ Focus on student strength• ◦ Offer comments to encourage students• Teachers felt his system was difficult to “implement” & didn't
stop immediate disruptions
Discipline through Influencing Group BehaviorFritz Redl & Wattenberg
• Believes students behave differently in a group then when they're alone
• Felt group dynamics “strongly affect behavior” • Suggested students take on different “roles” in
the classrooms• ◦ Class clown, leader, follower, etc.• Determined that students have roles teachers are
expected to fill• ◦ role model, referee, judge, etc.
Discipline through Influencing Group BehaviorContinued
• Determined that student behavior an be influenced by techniques like:
• ◦ supporting student self control• ◦ offering situational assistance• ◦ appraising reality• Believes that punishment should be rarely
used, never physical, and only consist of pre-planned consequences
Discipline through Influencing Group BehaviorContributions
• Identified group behavior as different from individual behavior
◦ Made it easier for teachers to understand confusing classroom behavior
• Provided an organized discipline techniques that used humane strategies
◦ This helped develop and maintain positive student-teacher relationships
• Stressed understanding why students don't behave◦ Addressing causes for misbehavior will eliminate it
Discipline through Influencing Group BehaviorContributions continued
• Said students should be involved in making decisions about discipline
◦ This technique is now encouraged by most everyone• Showed the negative effects of punishment◦ Explained why it should not be used in the
classroom• These techniques were not used widely◦ Difficult for teachers to understand, put into practiceIdeas helpful, implementation difficult to do
Discipline through Shaping Desired Behavior:
B.F. Skinner • Believed that voluntary action is affected
by immediate reinforcement• ◦ Rewards help motivate action• Reward= reinforcement stimulus• ◦ Must be given immediately after the
good behavior• ◦ Can be results, awards, free-time,
praise, etc.
Discipline through Shaping Desired Behavior:Continued
• Created techniques to use in shaping student behavior• ◦ Constant reinforcement: teacher provides every
time student behaves well • ◦ Intermittent reinforcement: after students
understand the classroom management system• The result of these techniques is success
approximation:• ◦ When “behavior comes closer and closer to a
preset goal”• Believed punishment should not be used because “its
effects were unpredictable”
Discipline through Shaping Desired Behavior:Contributions
• His ideas led to “behavior modification”
• ◦ Still used today for “strengthening and encouraging” learning
• Not used as much in upper grades
• ◦ Didn't tell students what “not to do”
• ◦ Teachers ignored misbehavior
• Lengthy process
Improving Discipline through Lesson ManagementJacob Kounin
• Suggested teachers could manage a classroom well if they knew what was going everywhere in the classroom at all times
• ◦ Teachers who know what's going on can anticipate problems and address them before they occur
• Called teacher awareness “withitness”• ◦ Created “overlapping,” which means a
teacher was involved with two or more classroom events at the same time
Improving Discipline through Lesson ManagementContinued
• Believed that lessons played a huge part in classroom management.
• ◦ Group alerting: the whole class is paying attention before a teacher gives directions
• ◦ Momentum: keeps students focused by making transitions, efficiency, etc.
• ◦ Smoothness: also helps with management, as the teacher presents lessons and teaches them without changes.
• Lesson should keep students from boredom and frustration
Improving Discipline through Lesson ManagementContributions
• Connected teaching to student behavior & discipline
• Not wholly adopted because didn't address how to deal with disruptive misbehavior
Discipline through Congruent CommunicationHaim Ginott
• Suggested that learning happened in real time• Encouraged teachers not to pre-judge students as
learning is personal• ◦ Teachers should use “congruous
communication,” which “stresses situations, not students' character or personality”
• Teachers don't “preach, moralize, impose guilt or demand promises”
• ◦ These are teachers at their best• ◦ Teachers at their worse “label... belittle... and
denigrate” the characters of their students
Discipline through Congruent CommunicationContinued
• Teachers shouldn't dictate, but “invite cooperation” from students
• ◦ Good teachers use the question “how can I be most helpful to my students right now?”
• Good discipline involves using “I” instead of “You” messages
• Suggested that “appreciate praise” is better than “evaluative praise”
• ◦ Evaluative praise praises what “students have done, rather than referencing the student him or herself”
Discipline through Congruent CommunicationContinued
• Suggests teachers should respect student privacy• ◦ Teachers should be available, but not too
curious• Suggests teachers avoid sarcasm & punishment• Determines that teachers should avoid behaving
in ways that they don't want their students to behave
• Believes classroom discipline is a process
Discipline through Congruent CommunicationContributions
• “Showed the importance of the teacher being controlled”
• Showed how valuable being on the same wavelength as the students is for teachers
• It's easy to see these ideas in modern discipline systems
• Some teachers feel the ideas don't stop misbehaviors quickly
References
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