Classroom Management Graphic Chart and Synthesis

Classroom Management Graphic Chart
Classroom Management Graphic Chart (PDF)

Classroom Management Synthesis
Classroom management plays a critical role in determining the successfulness and effectiveness of a classroom. Perhaps, only that of the teacher’s behavior and pedagogy matches its importance. The term “classroom management” encompasses a vast amount of parts that must all work together in order to provide an efficient and effective classroom.

Classroom management includes everything from an engaging curriculum, robust teaching, and classroom management skills to students acting as responsible citizens and the teacher as a self-knowing model. A teacher manages the classroom by establishing procedures, discipline hierarchies, and modeling the behavior he or she expects students to exhibit. At its core, the way a classroom is managed shows how well the teacher understands his or her students and their needs. Providing a safe and comfortable environment that is conducive to learning is critical to the success of not only the students but also the teacher as he or she seeks to improve methods and curriculum each time the content is taught.

There are many learning theories that cover a broad spectrum of personalities, learning styles, and management skills. We will look at theories: Democratic Teaching, Instructional Management, Discipline with Dignity, Noncoercive Discipline, Assertive Discipline, Teaching with Love and Logic, Beyond Discipline, and How to be an Effective Teacher.

Rudolf Dreikurs’ Democratic Teaching Theory focuses mainly on classrooms as communities of learning and social development. He argues that there are two types of goals that students have: Mistaken goals and Genuine goals. Mistaken goals are those that students bring with them when they enter the classroom as they seek attention and power. Genuine goals include those desires that students have to become part of the classroom community. Dreikurs argues that when students do not have Genuine goals, they revert back to Mistaken goals. It is the responsibility of the teacher to encourage students as they work towards attaining Genuine goals.

Instructional Management Theory, developed by Jacob Kounin, is centered on the notion that the cohesiveness and teacher’s awareness of the lesson and the activities throughout the classroom establishes order in which students are more motivated to learn. Kounin also argues that instructional methods and classroom activities need to be varied so that students don’t become uninterested in the content because everything is taught the same way.

Richard Curwin and Allen Mendler developed a theory they call Discipline with Dignity. Curwin and Mendler are concerned with helping those students who are “destined to fail.” They argue that no matter the circumstances or severity of the offense, students should always be treated, and punished, with dignity and respect. Even if the student has not committed any kind of offense, the teacher should still treat them with respect and work to preserve their dignity.

Noncoercive Discipline Theory, written by William Glasser, seeks to meet students’ five basic needs: survival, belonging, power, fun, and freedom. This classroom is student-centered because teachers transform themselves from being “boss teachers” to “lead teachers.” Glasser believes that students’ motivation to learn comes from their curiosity to explore the world around them. The teacher’s primary role is to support students in their learning through access to resources, knowledge, and critical thinking.

Lee and Marlene Canter developed Assertive Discipline Theory, which argues that students, as well as teachers, have rights in the classroom. Students have the right to have teachers who help them learn in a calm, safe environment. On the other teachers have the right to teach without disruption. These rights must be met in order for authentic learning and social development to occur. An effective classroom will have a discipline hierarchy that clearly lists consequences and the order in which they will be applied for students who break classroom rules.

Teaching with Love and Logic Theory, by Jim Fay and David Funk, argue that students should take responsibility in the classroom. Four principles that govern this type of classroom include: sharing control, sharing thinking, balancing consequences with empathy, and maintaining one’s self-concept. The teacher should provide students with choices (within limits) of how they explore and learn about new topics. Fay & Funk believe that predetermined classroom rules are not necessary; consequences should be determined when circumstances warrant discipline.

Alfie Kohn’s Beyond Discipline Theory states that there should be no rules and that discipline shouldn’t focus on the methods. Rather, the goals of discipline are more important and will consequently have a more positive effect. Kohn argues that students shouldn’t all take the same route to learn a topic; it doesn’t matter how they get to the end result, just as long as they get there. Students should create their own learning with a learning goal, or goals, given by the teacher.

How to be an Effective Teacher Theory, developed by Harry and Rosemary Wong, states that every teacher can be effective if they implement these elements. Wong argues that there are four stages of teaching: fantasy, survival, mastery, and impact. Establishing procedures and routines are the key factors to managing a classroom that runs smoothly and provides students with an environment that is most conducive to learning. Procedures must be established for student behavior, discipline methods, getting students’ attention, expectations of student behavior.

Kounin, Canter and Canter, and Wong most closely align with my personal beliefs about classroom management. Kounin argues for an environment where the teacher knows what is going on at all times and creates a sense of order and cohesiveness. In order for students to learn efficiently, the need to know what to expect in the structure of the lesson. However, I believe it is also important for students to develop their own methods for learning and learning in a way that is meaningful to them, which is similar to the theories of Fay & Funk and Kohn. Fay & Funk argue that students should be given choices within limits while Kohn states that students should develop their own learning. Providing students with choices will allow them the opportunity to arrive at an understanding in a way that makes sense to them based on their experiences.

I disagree with Kohn’s argument that there should be no rules. There needs to be structure and expectations for students to work towards. However, I believe they should take responsibility for their actions, as Fay & Funk state. Fay & Funk and Kohn have similar theories, which align with my personal beliefs, for the most part.

As a teacher, I will implement all of Harry Wong’s strategies and techniques in an effort to create a structured and conducive learning environment. I believe it is important for students have a familiar, safe, and open environment where they feel free to express their opinions, make mistakes, and explore that which they find interesting. I will also challenge my students to reach higher levels than their peers, society, or they themselves believe they can reach. I will do my best to instill a sense of responsibility in students so that they will take ownership of their learning. This will help motivate them to reach new heights, not because somebody else wants them to, but because they want to.

I believe clearly defined and explained expectations are the foundation of a mutual understanding between me, as the teacher, and the students. My students will have the option to help me write a discipline plan. Each class will have the option to have their own plan, so long as everyone agrees to its terms and signs the contract.

I will build a community between my students and myself through the use of personality profiles that are displayed for all classes to see. It is my hope that students in different classes will learn about each other and a larger school community will develop among them. I want my students to be a part of the decision-making process and have a say in what they learn and the avenues in which they learn the content. Giving students the power to help determine the content they learn will increase their sense of responsibility and motivation as they are learning about the things they want to know about in the context they want to learn about it.

As a pre-service educator it is difficult for me to gauge how best to implement these techniques and strategies. I am concerned about the effectiveness of some of these strategies, as I believe I will meet a lot of opposition in changing students’ current thinking and concept of school and learning. I don’t aim to revamp their entire concept of school but things such as bell-work and the teacher dismissing the class may be difficult for some students to get used to. As a Technology Education teacher, I question the ability to implement these techniques in both the classroom and lab environments. My main concern stems from the possibility of having two separate styles or techniques because of the vastly different environments. Regardless of these concerns, I believe I can be an effective teacher who will be able to motivate students, encourage them to take responsibility, and allow them opportunities to direct their own learning. It is my goal to empower students in such a way that they leave my classroom each day with a sense of accomplishment and success. I want to be a successful teacher, but more importantly, I want my students be successful as well.

Tags: INTASC 5