-
Understanding Group Dynamics
Psychiatrist Fritz Redl and Educational Psychologist William Wattenberg introduced the idea of "group dynamics." Based on identification and analyses they studied the affect the group dynamics had on behaviors (Charles, 2019).
Today we still see an emphasis on understanding group dynamics. Being aware of diversity, socioeconomic, religious and other differences one can effectively create a positive classroom by understanding group dynamics. -
Role of Reinforcement in Shaping Behavior
Psychologist B.F. Skinner helped shaped the behavior process known today as "behavior modification." Influenced by Pavlov, Skinner studied how reinforcement affects student learning. Today the practices of positive behavior reinforcement, modifying or correcting behaviors are all based on student behavior. -
Understanding Behavior as Student Choice
Psychiatrist William Glasser theorized that personal choice was pivotal in human learning and behavior. Glasser believed the teachers role was to help students make choices that helped them in school (Charles, 2019). This differs from Skinner and the idea of Reinforcement in that Glasser believed students should be taught how to make better choices not reinforce after the behavior. -
Managing Students and Lessons
Educational Psychologist Jacob Kounin theorized classroom behavior is greatly affected by how teachers present and manage lessons (Charles, 2019). Today this is seen in the classroom by the heavy use and reliance on lesson plans. Lesson plans serve many functions, one of the most useful is it serves as a road map for exactly how the lesson should go. They also allow for flexibility, giving the teacher the ability to modify on the fly and show how to manage specific behaviors. -
Using Congruent Communication
Psychologist and Teacher Haim Ginott believed that teacher student interaction and communication affected student behavior greatly. He concluded that learning always takes place in the present tense, teachers should always be respectful of student needs, teachers should model behavior they expect from students, and to actively confer dignity onto the student (Main Points, 2016). This compares to reinforcement in shaping behaviors when a teacher is conferring dignity onto students. -
Emphasizing Democracy and the Need for Belonging
Psychiatrist Rudolf Dreikurs believed students are motivated to pursue the goal of a strong sense of belonging (Charles, 2019). If the student is unsuccessful in this attempt it could result in misbehavior. This is relevant today as we often study the theory of development which includes Erikson Theory of Psychosocial Development. How at specific ages interactions, or lack there of greatly influence behavior so this practice is still used today. -
Assertively Taking Charge
Educators Lee Canter and Marlene Canter gave means for teachers to easily and effectively take charge in the classroom (Charles, 2019). It rewarded appropriate behavior comparable to reinforcement in shaping behavior. Set clear classroom boundaries and rules and provided clear disciplinary action. As this was implemented from the times it seems to differ greatly from emphasizing democracy. Parts of the approach are used today, such as setting early classroom rules. -
Applying the Principles of Choice Theory
William Gasser appears again with new ideas on how to help students make better choices. Re-emphasizing his idea as behavior as student choice. The idea that all we do is behave and almost all behavior is chosen. This connects to need for belonging based on the idea that specific needs, love and connectedness, is needed to satisfy all our needs. Today we practice this by ensuring all student needs are met from inclusive practices to teacher relationships. -
Keeping Students Actively Involved
Psychologist Fred Jones developed tactics to counteract the "massive time wasting" in classrooms (Charles, 2019). His positive discipline model includes limit setting, omission and responsibility training which were to help keep students actively involved. This is very similar to reinforcements in shaping behaviors as positive behaviors are rewarded in order to create consistency. -
Maintaining Student Dignity
Educator Richard Curwin and Psychologist Allen Mendler introduce the idea that in order for classroom management to be effective, students must maintain a sense of self-respect (Charles, 2019). Comparable to emphasizing democracy this idea is student centered and plays on the students basic needs to be met in order for them to be successful. Today most of the thinking in the classroom is the same as an emphasis on positive and comfortable learning environments is common. -
Cooperative Discipline
Educator Linda Albert focused on teacher management style and the use of teacher influence to manage student behavior (Charles, 2019). While also helping students relate positively with each other. This is similar to the idea of understanding behavior as student choice. Albert wanted teachers to manage how they interacted with students so that their students would want to be positive and choose positive behaviors. -
Self-Restitution Theory
Educator Diane Gossen which emphasized allowing self reflection by students who have misbehaved. She then creates new ways of behaving that are consistent with the person they want to be (Charles, 2019). Today we still see this applied to students as many have self regulation strategies, with some written into their IEPs. Instead of consequences they take time for themselves and correct the behavior on their own. -
Emphasizing Positivity and Humaneness
Educators Jane Nelson and Lynn Lott promotes positive classroom supports that promotes cooperation and enhance personal relations (Charles, 2019). By teaching students to become responsible and respectful members of their communities. By being connected to their communities and others students will have a sense of belonging similar to Dreikurs idea of need for belonging. -
Building Inner Discipline
Educator Barbara Coloroso helped shape the idea that inner discipline in students is important. Students are helped to understand that proper behavior leads to a better existence than does improper behavior (Charles, 2019). Similar to the self-restitution theory, this allows the student time to reflect and realize their behaviors have a positive and negative impact. This realization hopefully aiding in the choice to be the responsible person they aim to be like the self-restitution theory. -
Real Discipline
Ronald Morrish insisted that teachers must push for correct behavior from students. He believed that students had too much choice and teachers have to teach students how to behave (Charles, 2019). This idea contrast from the ideas of student democracy and freedom in class. It also differs from the idea that behavior is a choice, stating it needs to be taught. -
Classroom Roles and Procedures
Educators Harry Wong and Rosemary Wong insist that proper classroom behavior has a better chance of presenting itself if the students know the expectations (Charles, 2019). Similar to assertively taking charge this wants the teacher to be clear and firm on classroom expectations, it is also similar to Fred Jones idea that clear boundaries keep students actively involved with little time wasting. -
Learning to Meet Needs Without Harming Others
Ed Fords developed approaches on getting students to meet their needs without disturbing others. This would hopefully reduce conflict in the classroom (Charles, 2019). He advocated for teachers to teach students how to develop a sense of self discipline. This is similar to self-restitution theory as students are taught to manage behaviors themselves in order to be a responsible and productive student. -
Promoting Synergy in the Classroom
Educator C.M Charles advocated for teacher charisma, high interest activities and topics, cooperative work, and recognition to reduce misbehavior in the classroom (Charles, 2019). Applicable today teachers are taught to use positive energy, reinforcement, and to make work interesting and relatable in the classroom today in order for students to succeed. This is very similar to emphasizing positivity and humaneness. -
Building Moral Intelligence
Educator Michele Borba provided ways to help students differentiate between right and wrong, establish ethical convictions and to act on them (Charles, 2019). The ideas are similar to Fords and attempt to reduce conflict by the student making smart choices. -
Classrooms as Communities of Learners
Educator Alfie Kohn promoted the idea of in-depth learning. He wanted to convert classrooms to communities of learning that focused on meaningful topics (Charles, 2019). This idea is still relevant today as most classrooms are built to "teach 21st century learners." The ideas and way of teaching today are to prepare student for their current world and communities. -
Promoting Civility in the Classroom
P.M Forni pushed to popularize civil behavior in schools (Charles, 2019). He wanted to analyze manners, politeness, and civility and their significance. This is similar to Borba and the idea of building moral intelligence. The constructing of these ideas in the minds of students could help them become better learners and people. -
References
Charles, C.M, & Cole, K.M. (2019). Building classroom management: Methods and models (12th ed.) Upper Saddle River, NJ: Pearson. Main Points. (2016, January 26). Retrieved April 4, 2020, from https://congruentcommunicationblog.wordpress.com/main-points/