Classroom Management :

The theories

Theories of Democratic

Teaching

(Rudolf Dreikurs)

Theories of Instructional

Management

(Jacob Kounin)

Theories of Assertive

Tactics

(Lee Canter, Marlene Canter)

Approaches/ Strategies:

Provide lesson with social interest. Provide a teaching environment supports

pupils’ sense of belonging. Avoid power struggles and encourage pupils who

display inadequacy. Encourage pupils rather than praising them. Provide pupils

with logical consequences to “mistaken goals” to support responsibility and avoid

punishments.

There is a differences between well managed and ill-run classrooms and

this termed as instructional management. Kounin believed that every desist

would effect more than just that individual. Ripple Effect cause others would

stop the action being desisted. This managing classrooms only works with

young pupils. “With-it-ness” means the teacher knows what is going on in

their classroom at all times. “Momentum” and “smoothness” “group alert-

ing” on behalf of the teachers. Lesson presentation should be smooth to

engage pupils. avoid satiation to ensure pupils are not over-exposed to a

certain topic.

A classroom management model which highlights consistency, rewards and

consequences also positive relationship building among teacher and pupils.

The Canters believe that positive reinforcement and reward should follow

positive behaviour while unpleasant consequences and punishments should

follow negative behaviour. Teacher maintain a calm classroom environment

and provides students needs for learning also ensuring that students’ rights

for learning are tended to . There are three response styles for teacher

which are nonassertive style, hostile style and assertive style. Assertive

teacher often used the Canters’ broken record response.

Discipline is based on mutual respect. He believes in students developing

self-discipline. Dreikurs disagrees with permissive teachers (“anything

goes”) and autocratic teachers (“I control you”) BECAUSE those types of

teachers do nott foster self-discipline. Classroom are democratic with appro-

priate teaching styles. Constructive behavior occurs out of their heightened

sense of social interest. “Sense of belonging” does NOT mean: attention-

gaining, power seeking, revenge, or displaying inadequacy. Praise support

and encouragement supports the process. Logical consequences produce

better results than punishments.

Approaches/ Strategies

Give lessons multiple times and reflect on your instructional

management during teaching. Ask pupils questions to ensure that they are not

experiencing satiation. “With-it-ness” by scanning constantly, make notes of

repeated behaviours or keep moving through the classroom.

Approaches/ Strategies

Always be in charge of the classroom but not in a hostile or

authoritarian manner. Take specific steps to teach students how to be-

have well in a classroom. Identify students’ personal needs and tend.

Listen to students, be respectful and fair

Strengthens: Teachers’ positive and negative influences may extend beyond the limits. Stresses the importance of choosing the proper discipline problem to deal with. Helps to teachers to create the impression that they are aware of eve-rything happening in the classroom.

Weaknesses: Limited to use in classroom. Shows to avoid discipline problems

but not how to solve it. Doesn’t help students. Become personally responsible

for their behavior.

Strengthens: Provide students with roles within the classroom, including leader-

ship, will help foster a community environment. Encouragement of one student

may be a motivating factor for another student .Encouragement will be more bene-

ficial to students and the learning environment than praise.

Weaknesses: Individuals can and may deny and/or hide their motive/s to misbe-

have . Teachers may not have the training to recognise complex motives for be-

having in particular ways and may make naive judgements. Not compatible with

more autocratic approaches to student discipline .

Strengthens: Enable teachers to use class time more productively for teaching. Serve

to prevent discipline problems from occurring as students have a clear understanding of

the consequences of keeping and breaking the rules. Provide supportive control when

a warning is all that is required. Consistent and have clear limit..

Weaknesses: some teachers might assign warning for misbehavior and provide re-

ward and punishment to the pupils may lead to imposing discipline rather than teaches

discipline. It presumes absolute authority for the teacher with little consideration of

democratic principles and/or student rights, and provides no pathways for the develop-

ment of student self-discipline .

Similarities:

-Strategies for assuring physical and psychological safety.

-Techniques for changing student misbehaviors and teaching self-discipline.

-Methods of assuring an orderly progression of events.

-Instructional techniques that contribute to students’ positive behaviors

Differences:

Dreikur’s and The Canters’ theories provide rewards for positive behaviours and punishments for negative behaviours while Kounin’s theory ensure

pupils to well behave in the classroom.

Dreikur’s and The Canters’ theories applies for teaches discipline while Kounin’s theory apply for class control and group management in the classroom.

Name: Siti Noor Afieqah Binti Sarip

Option: 5 PISMP TESL 3