Classroom ManagementAmy Hunt, Anita McHale, Kathleen Kolman

Choice theory by William Glasser

• Choice theory states all we do is behave, make choices about our behaviors, and our choices are driven by our five basic needs: survival, love and belonging, power, freedom, and fun. The theory states we are motivated intrinsically, not extrinsically.

• Convey to the students they have the choice to learn

• Lead the students in ways to build trust, respect, and effectively communicate with one another

• Design lessons where the students’ needs will be met

• When the teacher makes positive relationships with their students, they are able to coerce their students into acceptable behaviors

Student-directed learning by Kohn

• Kohn’s student directed learning theory- believes that what the student needs should be the focus of the classroom.

• Have the students work displayed around the classroo

• Supply plenty of supplies and materials in the classroom to support student learning.

• Having the students in siting at large tables or having them work in small groups or with a partner.

• The teacher should be interacting with the students instead of sitting at their desk

• Have open spaces and centers for students to work at on their own time.

Assertive Discipline by the Canters• Classroom Management Strategies:

• Lee and Marlene Canter developed their behavior approach based on the assumptions that teachers have a right to teach and a right to expect students to misbehave. Assertive discipline has a high level of teacher control in the classroom. The teacher maximizes their potential to get what they want without violating the best interest of their students.

• Clearly and firmly communicate expectations to a student and reinforce your words with actions

• Implement a maximum of 5 rules/expectations. List these rules/expectations on the board with the positive and negative consequences.

• Establish expectations in the classroom such as raising hands to speak, no talking back, keeping leg chairs on the floor, complete work on time, etc.

• Catching and praising students when they are good.

Behavior management theory by SkinnerProperly used, positive reinforcement is extremely powerful.

-- B.F. Skinner

• Skinner’s primary work was addressing controlling and motivating student behavior. The classroom practice that teachers use is called behavior modification. Teachers used implement this technique improve both learning and behavior in students. Skinner did not believe that punishing a child was ineffective. He believe incentives worked to modify behavior more than punishment.

Positive Behavior Support• Positive behavioral support is used to lessen the unwanted and

negative behaviors while supporting and increasing the positive behaviors.

• Have behavior contracts to encourage the correct and wanted behavior.

• Use incentives and rewards when the correct behavior is displayed

• Have rules clearly posted in the classroom and use the students input in developing them

• Have students recognize other students for positive behavior that day or week.

• Use applied behavior analysis to target positive behaviors and minimize the negative ones

• Use a functional behavior assessment to also target the desired behavior.

Carl Rogers

• Teachers are responsible in making their classroom warm and inviting to the students. Children need a warm collaborative, warm environment to achieve their educational goals.

• Rogers emphasis on is on the learning environment where the students are engaged in peer teaching and collaborative activities that challenged different levels of thinking.

• Facilitating is the teacher’s responsibility.

Carl Rogers in the Classroom

• It is important teachers show kindness and understanding in the classroom.

• Students need some freedoms in the way they want to learn, such as choosing the task they want to do or how they want to do them.

• It is important to involve students in open discussions and the opportunity to work with the students around them.

• It is important to provide students with the resources and materials so they have the opportunity to learn.

Jacob Kounin

• Kounin believed good classroom management depended on effective lesson management.

• Kounin’s key ideas include: withitness, the ripple effect, overlapping, effective transitions, group focus, and satiation.

• Teacher should keep students actively engaged in the lessons. The activities should be enjoyable and challenging.

• Teachers should be aware of their whole classroom as well as attend to two or more events/activities at the same time.

Harry Wong'In an effective classroom students should not only know what they are doing, they should also know why and how''

-- Harry Wong

• Believes things go wrong in a classroom when there is a lack of routines and procedures.

• Discipline deals with behaviors and has rewards and consequences.

• Procedures are how things are done and there is no rewards or consequences

• Emphasis is on the procedures

Conclusion It is essential for a classroom to be successfully

managed by a teacher. Teachers need to ensure their students are learning in their classroom. It is important students are not disrupted by other students. They can do this by researching and implementing classroom management theories/theorists. These theories can guide teachers into creating a safe and positive environment in which their students can learn.

References• The 21st Century Classroom – Alfie Kohn. (2015). Retrieved

from http://www.openeducation.net/2010/05/03/the-21st-century-classroom-alfie-kohn/

• McIntyre, T. (n.d.). Assertive Discipline. Retrieved September 26, 2015, from http://www.behavioradvisor.com/AssertiveDiscipline.html

• Skinner, B. (1968). The Technology of Teaching. New York City: Appleton-Century-Crofts.

• Sullo, B. (2011, July 23). Choice Theory. Retrieved September 26, 2015, from http://www.funderstanding.com/educators/choice-theory/

References (continued)

• Rogers, C. (1961). On Becoming a Person: A Therapist's View of Psychotherapy. Lafayette: Real People Press.

• Vaughn, S., & Bos, C.S. (2014). Strategies for teaching students with learning and behavior problems [University of Phoenix Custom Edition eBook]. Upper Saddle River, NJ: Person Education, INC. Retrieved from University of Phoenix, SPE 546 website.

• Wong, H., & Wong, R. (2005). The First Days of School: How to be an Effective Teacher . Mountain View: Harry K Wong Publishing.