20th and 21st Century Classroom Management Pioneers

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20th and 21st Century Classroom Management
Pioneers

• By

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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

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Discipline through Assertive Tacticscontinued

• 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

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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

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Discipline through Assertive TacticsContributions
to Discipline

• 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

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Discipline through Democratic TeachingRudolf
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

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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

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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

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Discipline through Democratic TeachingContributio
ns

• 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

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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.

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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

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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

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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 practice
• Ideas helpful, implementation difficult to do

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Discipline through Shaping Desired BehaviorB.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.

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Discipline through Shaping Desired
BehaviorContinued

• 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

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Discipline through Shaping Desired
BehaviorContributions

• 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

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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

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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

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Improving Discipline through Lesson
ManagementContributions

• Connected teaching to student behavior
  discipline
• Not wholly adopted because didn't address how to
  deal with disruptive misbehavior

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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

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Discipline through Congruent CommunicationContinu
ed

• 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

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Discipline through Congruent CommunicationContinu
ed

• 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

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Discipline through Congruent CommunicationContrib
utions

• 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

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References

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