Anita Clare Volk Grand Canyon University EDU 450

1. 2 20 th and 21 st Century Classroom Management Pioneers Anita Clare Volk EDU 450 Grand Canyon University

2. Since the dawn of education, teachers have struggled to find effective ways to manage their classrooms. Some methods were cruel, and are completely unacceptable by today’s standards of discipline.

4. B.F. Skinner Theory: Behavior Modification Skinner believed that behavior is formed by the consequences of what happens immediately after an action. Positive reinforcement (or rewards) can shape students’ behavior in the right direction. Behavior weakens when not followed with positive reinforcement. It is also weakened by punishment. In early stages, constant reinforcement is necessary. Later, only occasional reinforcement is required.

7. Haim Ginott How can I be most helpful to my students right now? Teachers are very influential and set the stage for students' positive behavior. The essence of discipline lies in finding effective alternatives to punishment. Communication can foster a positive relationship between teachers and students. Theory: Congruent Communication

8. Ginott's Key Concepts: 1. Use congruent communication 2. Send sane messages to students 3. Promote self-discipline 4. Accept and acknowledge students without demeaning them 5. Emphasis on the exchange of interactions between teachers and students.

9. Haim Ginott

11. Main Tenets of Democratic Teaching: Help students acquire a social interest so they learn the advanage of contributing to a group Teachers should offer encouragement, not just praise Punishment is counter-productive Consequences must be applied consistently

12. Students desire to be part of a community. It is necessary that teachers create that environment. Providing students with roles within the classroom, including leadership, will help foster a community environment. Encouragement will be more beneficial to students and the learning environment than praise. Encouragement of one student may be a motivating factor for another student.

13. Lee and Marlene Canter Theory: Assertive Discipline Systematic and objective way of ensuring a teacher-controlled classroom. Teachers are demanding but treat everyone fairly. Discipline plan clearly outlines expectations as well as positive and negative consequences.

14. No pupil should prevent a teacher from being able to teach and a student from being able to learn. Teachers should act assertively in dealing with behavior right away, rather than passively dealing with it later. Students actually want teachers to control their behaviors.

15. Three teacher response styles in the classroom: Non-assertive, Hostile and Assertive Non-assertive – The teacher is passive in response to student behavior; expectations are not clearly communicated; no solid leadership is provided; and inconsistent response to student behavior. Students can be confused by this style. Hostile – Teachers meet their own needs in class, but do so at the cost of the self-esteem of the students; uses discipline to control students instead of empowering them to use proper behavior; views the class as Teacher vs. Students. Assertive – Teacher clearly explains expectations and follows through consistently; explains what behavior is acceptable and unacceptable; the consequences of different behaviors is made clear to students.

16. Barbara Coloroso Theory: Responsibility & Inner Discipline Students can develop self-discipline if treated with respect, given responsibilities and choices, and are allowed to experience reasonable, realistic consquences for those choices. Children need to be taught how to think, not just what to think. Our children are counting on us to provide two things: consistency and structure. Children need parents and teachers who say what they mean, mean what they say, and do what they say they are going to do.

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19. Alfie Kohn Neither threats nor bribes work very well, you know, especially over the long haul. At best, they produce only temporary obedience. And in the process they do a lot of harm—for example, by teaching children they have to jump through hoops for us to love them. Theory: Classroom Learning Communities

20. How to develop a greater sense of community in the classroom: Show respect for students Help students connect Use classroom meetings Provide classwide and schoolwide activities Reflect on academic instruction

21. To help students become ethical people, as opposed to people who merely do what they are told, we cannot merely tell them what to do. We have to help them figure out--for themselves and with each other--how one ought to act. That's why dropping the tools of traditional discipline, like rewards and consequences, is only the beginning. It's even more crucial that we overcome a preoccupation with getting compliance and instead involve students in devising and justifying ethical principles. -Alfie Kohn

22. Works Cited &quot;McREL Products - The Metamorphosis of Classroom Management.&quot; McREL: Mid-continent Research for Education and Learning . U.S. Dept. of Education. Web. 19 Aug. 2011. <http://www.mcrel.org/pdf/noteworthy/learners_learning_schooling/dtable.asp>. &quot;Unconditional Parenting: A Radical Parenting Style of Loving Unconditionally.&quot; Your Positive Parenting Ally, Practical Advice and Deep Insights . Positive-Parenting-Ally.com. Web. 20 Aug. 2011. <http://www.positive-parenting-ally.com/unconditional-parenting.html>. Andrius, John. &quot;The Skinner Model of Discipline.&quot; Teacher Matters. Web. 19 Aug. 2011. <http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-skinner- model.html>. Notes on Haim Ginott's Theory of Congruent Communication . The Chinese University of Hong Kong Graduate School. Web. 19 Aug. 2011. <www2.cuhk.edu.hk/paths/s3training/S3_Notes8.PDF>. &quot;The Social Discipline Model of Rudolf Dreikurs.&quot; Discipline Models . Middle East Technical University. Web. 20 Aug. 2011. Reins, Kevin J. &quot;Learning Module.&quot; People.usd.edu . University of South Dakota. Web. 20 Aug. 2011. <http://people.usd.edu/~kreins/learningModules/AssertiveDiscipline.htm>. Charles, C. M., Gail W. Senter, Paula Cook, VanWie Eileen. Kalberg, and Terrell Brown. Building Classroom Discipline . Boston, MA: Allyn & Bacon, 2011. Print.