20th and 21st Century Classroom Management Pioneers

1. 20th and 21st Century Classroom Management Pioneers By

2. 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”

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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

13. 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

14. 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.

15. 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”

16. 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

17. 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

18. 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

19. Improving Discipline through Lesson ManagementContributions • Connected teaching to student behavior & discipline • Not wholly adopted because didn't address how to deal with disruptive misbehavior

20. 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

21. 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”

22. 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

23. 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

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