3. Classroom Management as Reaction
to Discipline Problems
• Skinner’s
Behavioural
Management
Theory
4. Skinner – Behavioural
Management
Definition: The practice of providing
consequences for both positive
and negative behaviour.
The teacher develops a process of
systematically applying rewards
(reinforcements) and
consequences for behaviour.
5. Skinner – Behavioural
Management
This model of classroom management
is also known as:
• behaviourism
• behavioural techniques
• behaviour modification
• social-learning theory
6. Classroom Management with a
Preventative Approach
•
•
•
•
•
•
Carl Rogers
Jacob Kounin
Alfie Kohn
Jeanne Gibbs
Jere Brophy
Harry Wong
7. Carl Rogers
• Experiential Learning and SelfActualization
• Experiences need to be relevant, nonthreatening and participatory
• Teachers need to be real, empathetic,
understanding, and prize students
• All students strive for self-actualization
and self-fulfillment
8. Jacob Kounin
• Effective Teaching includes group alerting
and accountability, high participation and
smooth transitions
• Effective teachers are ‘with it’, use the
ripple effect, overlapping, and they don’t
‘dangle’, ‘flip flop or get distracted
9. Alfie Kohn
• Beyond Discipline: From Compliance to
Community”
• There is a difference between ‘working with’ and
‘doing to’ classes
• ‘Doing to’ classes include compliance,
punishment and rewards, grading and reliance
on marks or test results
• ‘Working with” classes include active
participation, high interest, discovery, and love
of learning
10. Jeanne Gibbs
• “Tribes” theory includes an emphasis on active
listening, appreciation, mutual respect, the right
to pass, a helping attitude, setting goals,
monitoring progress and celebrating
accomplishments
• Tribes’ focus is on learning (incl. social learning),
a caring culture, a community of learners and
student-centredness
• Tribes training includes various school groups
including parents and administrators
11. Jere Brophy
• “Classroom Strategy Study”
• Good teaching includes enthusiasm,
instructional goals, organization, and teacher as
problem-solver
• Good teachers present the concepts, include
discussions and activities and give tasks to
practise working with new knowledge
• Assessments are used to provide feedback, to
note the zone of proximal development and to
develop/revise the curriculum
• Students need to see the purposefulness of the
curriculum
12. Harry Wong
• ‘The Effective Teacher’ videos and ‘The First
Days of School’ book
• The first impressions are lasting
• Classes need only 3-5 rules and the size of
groups is determined by the roles to be assumed
• Important aspects of a class are teacher
readiness, meeting students, a seating plan, ‘bell
work’ and immediate feedback
14. Mendler and Curwin
• “Motivating Students Who Don’t Care”
• ‘Discipline with Dignity’
• To motivate students: be a role-model. nurture
responsibility not obedience, be fair, give natural and
logical consequences, be private, try for win-win
situation, control anger, diffuse power struggles and
develop a plan
15. William Glasser
• Reality Therapy -Control/Choice Theory
• All humans have a need for love a feeling of selfworth
• Steps: build a relationship, focus on behaviour not
person, give student responsibility and evaluation,
develop a plan, student commits to plan, follow-up
and follow-through, move beyond class if necessary
• Emphasize effort (redo, retake, revise), create hope,
respect power, build relationships and express
enthusiasm
16. Fred Jones
“Positive Classroom Discipline”
The teacher systematically strengthens desired
behaviour while weakening inappropriate
behaviour by using proximity control, negative
reinforcement, incentives, body language and
peer pressure.
17. Jones’ Four Step Model
1. Classroom Structure: setting up classroom
rules, routines and the physical environment
2. Limit Setting: rule reinforcement through the use
of body language, and low-key responses
3. Responsibility Training: establishment of group
rewards or incentives to create group
responsibility and accountability for behaviour
4. Back-up System: hierarchic organization of
negative sanctions, a) Private with Student, b)
Public within Classroom, c) Public with Two
Professionals
18. Thomas Gordon
Teacher Effectiveness Training (T.E.T.)
Based on philosophy of Carl Rogers, I.e., children are inherently
rational and, if directed and forced by teachers, will be stifled
Assumptions: student is intrinsically motivated to be good, should
be supported by an accepting relationship and is capable of
solving own problems
Teachers are taught to observe the behaviour, identify who owns
the problem, demonstrate understanding, confront if necessary
and use win-win problem-solving
Curriculum design involves structured activities, student
ownership, communication and analysis of learning
19. Jean Hewitt
• “Playing Fair”
• Based on the society’s concept of “fair “ behaviour
• Steps: create positive environment, support student
efforts for self-control,deal with problems
immediately and monitor the class
• All consequences should create learning
• Have specific rules that consider safety and wellbeing of others
• Avoid confrontations, power struggles or rumours
21. Canters’ Assertive
Discipline
Definition: The teacher’s response style sets
the tone of the classroom as well as
impacting on the student’s self-esteem and
success.
The Canters identified three basic response
styles used by teachers when interacting with
students
22. Canters’ Assertive
Discipline
Nonassertive Teachers
These teachers fail to make their needs or wants known.
They appear indecisive which confuses students. They
threaten but students know there will be no follow
through.
Assertive Teachers
These teachers clearly and firmly express their needs.
They have positive expectations of students. They say
what they mean, and mean what they say. They are
consistent and fair.
23. Dreikurs’ Logical
Consequences
Definition: The teacher considers the motivation and
goals of the student behaviour in the development of
a management plan.
• A more humanistic approach than just focusing on
discipline.
• The teacher then applies Logical Consequences to
assist students in taking responsibility for their
actions and behaviours.
24. Dreikurs’ Goals of
Misbehaviour
Based on Alfred Alder’s concept that all
behaviour had a purpose or goal, Dreikurs
identified 4 student goals of misbehaviour:
1. To seek attention
2. To gain power
3. To seek revenge for some perceived
injustice
4. To avoid failure
25. Dreikurs’ Logical
Consequences
•
•
•
•
•
Must be tied directly to the misbehaviour
Must not involve moral judgments
Must distinguish between the deed and the doer
Must be applied in a non-threatening manner
Must present choice for the student
26. Barrie Bennett and Peter
Smilanich
• “The Bumping Model” of the teacher’s responses to
student misbehaviour
• Increasingly severe responses by the teacher based
on the degree of the student’s BUMP.
• Implies that teacher must take more drastic
measures as behaviour persists
27. The Bumping Model
•
•
•
•
•
Bump 1: Prevent misbehaviour by low-key response
Bump 2: Square off Response
Bump 3: Give choice
Bump 4: Implied choice
Bump 5: Diffuse the Power Struggle ( ignore, use
humour…)
• Bump 6: Informal Agreement
• Bump 7,8, 9,10: Informal contracts with other
persons involved
28. Common Elements of
“Theories”
• What do the theories have in common
as prerequisites to good classroom
management?
• What are the features that differ among
the theories?
29. Ultimately…
• The teacher is responsible for establishing a community and for
maintaining classroom control
• The teacher is the difference between a chaotic or caring
classroom
• Effective classroom management includes: planning and
implementing teaching strategies thoroughly , keeping students
actively engaged in meaningful learning, and preventing
disruptions through proactive management strategies.
• When a teacher needs to react to misbehaviour, careful thought
should be applied to the situation to ensure that the self-esteem
of the student is respected and to ensure that the
consequences are realistic and appropriate
