Classroom Management : A Comparison Of Theorists

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Maslow had created a hierarchy of needs where it is separated in to seven parts, ( physiological needs, safety needs, love and belonging, esteem needs, cognitive needs, aesthetic needs and self actualisation) starting at the bottom with our very basic needs, he believed we do not achieve our full potential without our basic needs met firstly. He applied this theory to children as well and believed if they did not have all of their needs met they would not be able to learn and understand more to their full potential. Even though we cannot attend to every single need of a child in school we try our best to and always ensure them that they have someone to talk to no matter what.

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

My philosophy of education is that all children have a right to learn and to grow mentally. Each student’s needs should be met and not used against them. I believe all teachers should strive to make a long-lasting impression on each student. I do not want my students growing up and feeling that they didn’t have a single teacher help lead them in the right direction. It is important for me that my classes all include every student and that we all respect each other. Establishing good classroom management is beneficial for both the teacher and the students.

A teacher’s classroom duties and responsibilities vary. However, the key role of a teacher is to maintain effective classroom management by creating a safe and supportive learning environment. To avoid disorder in the classroom, teachers need to establish an environment where rules or procedures guide students’ conduct. The absence of such classroom organisation creates an ineffective and unsustainable teaching and learning environment. Therefore, an understanding of the different theories of classroom management such as Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline equips teachers with the knowledge and skills needed to offer students the best chance to succeed at school. A teacher’s beliefs, attitudes and values help inform the best approach; therefore, an analysis of the strengths and weaknesses of the three aforementioned theories will be conducted, in addition to a concluding summary detailing the similarities and differences.

In early September, I observed two mathematics classes and will compare and contrast the difference and similarities in classroom management techniques, teaching strategies, and student responses to the teacher. I will also discuss classroom set-up and give my impressions to the effectiveness of the teaching style and perceived student response to the learning activity. Overall, I felt that both teachers were amazing in their own style and kept the students engaged and on learning task.

In the field of education there are many factors that contribute to the success and failures of students and teachers who work to educate. Of these factors, perhaps one of the most important is in the area of classroom behavior and behavior management. Behavior management is such an important aspect in this field that teachers often highlight the frustration of dealing with bad students and bad behaviors as a leading cause of leaving the profession (Reinke, Herman, & Stormont, 2013). Taking on the task of working to create a system that can be applied to help build a successful learning

This essay discusses views on three theories of classroom management such as Goal centered theory; cognitive behaviour theory and choice theory. Each theory will be demonstrated by the key person associated with the theory and the key principal of each theory. As a result, strengths and weaknesses will be given and conclude with a summary of the similarities and difference between each of the above theories.

According to the text, “Classroom management refers to the skills and strategies that teachers use to organize instruction and maximize the productive use of their instructional time.” (Moreno 408) In other words, Classroom Management is one of the Effective Teaching is strategies used by the teachers that sets high expectations for the student. One claim that can be made is that Having Effective Teaching in a classroom turns it into a successful learning environment. That being said, what makes an effective teacher is using predetermine strategies which they learned in classroom for students to accomplish their goals. One strategy can be preparing lesson plan in advance. That means the teacher must have her lesson planned out before the class starts. A well structured lesson plan includes, clean and clear worksheet meaning it must have definition of the vocabularies which will prevent them from getting confused. Having some extra school supplies so, it doesn’t make distraction when they start asking from others. Having lesson timed, the teacher must time the activities she is going to talk about. So, she doesn’t have to spend much or less time on each topic or activities. According to Danielson’s framework, There are basically two approaching that define Effective Learning, One is “Teacher practices, that is, what Teachers do, how well they do the work of teaching.” And Two is, “Results, that is, what teacher accomplish, typically how well their students learn.”

When it comes to teaching, it’s not so much about best moments, but the diminutive activities that happen each day, because when you walk in, you're cared about. Your teaching philosophy stays the same, but as you age, you change how you teach/discipline due to perception. There is no advantage in knocking people down. Your perception of students changes as you age, since as you become older, it is easier to be farther strict and disciplining. You can stick to the same technique and be bored, or you can change it up. Your pay does not increase, but the job will become farther interesting. You also attain fewer discipline problems/threats as you age. Classroom management is everything, as it is the most important aspect of teaching and managing a class. Some teachers who are really great at making lesson plans have difficulty managing a class. Classroom management is different depending on where you go. Routines are set up, not ruled, and there are no punishments for breaking routine. Routines change over the school year, but they’re always connected to prior routine. No one will hear the lesson if you can't manage your class. When teaching special needs, all teaching is commendable teaching practice. It is imperative to use all 5 senses, as we learn terrific using our 5 senses. Whatever sense you use depends on who you work with. If you teach first grade or kindergarten, you can teach any group of special needs kids. The biggest challenge for kids today is being satisfied.

Students are highly active throughout the world, whether it be with technology, conversation, video games, or social media. Students utilize these avenues as a way of learning and to stay engaged with the world around them. Therefore, it is hard as a student to learn in a classroom setting that they are not engaged in. Students that are engaged in their education tend to be more productive and enthusiastic about coming to school and learning the material. As educators, it is our job to position and engage students in a manner that best helps them learn efficiently and consistently.

To start this section I want to quote, Harry Wong, as he has fundamentally affected me and the teacher that I want to become. “The only factor that increases student achievement is the significant of an effective teacher” (Wong & Wong, 2009). To me this means that the teacher must take responsibility for the environment they create and the disruptions that follow. Because so much weight is placed on the teacher’s shoulders, it to my benefit to understand and utilize classroom management strategies that prevent disruptions and aid the learning process. First, I will talk about establishing procedures, rules and teaching social skills. I will then follow with explaining how to use rapport, presence and strategies of engagement.

When I took the surveys, I surprised to see how even-keeled my teaching and classroom management styles were. Before student teaching, I had a general idea of what my ideal teaching style and classroom management techniques would look like. However, I have realized that a combination of several teaching styles may be beneficial for students because each student has particular needs for the classroom.

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.