2. Choice theory by William Glasser
• Choice theory states all we do is behave, make choices about
our behaviors, and our choices are driven by our five basic
needs: survival, love and belonging, power, freedom, and fun.
The theory states we are motivated intrinsically, not
extrinsically.
• Convey to the students they have the choice to learn
• Lead the students in ways to build trust, respect, and effectively
communicate with one another
• Design lessons where the students’ needs will be met
• When the teacher makes positive relationships with their
students, they are able to coerce their students into acceptable
behaviors
3. Student-directed learning by Kohn
• Kohn’s student directed learning theory- believes that what
the student needs should be the focus of the classroom.
• Have the students work displayed around the classroo
• Supply plenty of supplies and materials in the classroom to
support student learning.
• Having the students in siting at large tables or having them
work in small groups or with a partner.
• The teacher should be interacting with the students instead of
sitting at their desk
• Have open spaces and centers for students to work at on their
own time.
4. Assertive Discipline by the Canters
• Classroom Management Strategies:
• Lee and Marlene Canter developed their behavior approach
based on the assumptions that teachers have a right to teach and
a right to expect students to misbehave. Assertive discipline has a
high level of teacher control in the classroom. The teacher
maximizes their potential to get what they want without violating
the best interest of their students.
• Clearly and firmly communicate expectations to a student and
reinforce your words with actions
• Implement a maximum of 5 rules/expectations. List these
rules/expectations on the board with the positive and negative
consequences.
• Establish expectations in the classroom such as raising hands to
speak, no talking back, keeping leg chairs on the floor, complete
work on time, etc.
• Catching and praising students when they are good.
5. Behavior management theory by
Skinner
Properly used, positive reinforcement is extremely powerful.
-- B.F. Skinner
• Skinner’s primary work was addressing controlling and
motivating student behavior. The classroom practice that
teachers use is called behavior modification. Teachers used
implement this technique improve both learning and behavior
in students. Skinner did not believe that punishing a child was
ineffective. He believe incentives worked to modify behavior
more than punishment.
6. Positive Behavior Support
• Positive behavioral support is used to lessen the unwanted and
negative behaviors while supporting and increasing the positive
behaviors.
• Have behavior contracts to encourage the correct and wanted
behavior.
• Use incentives and rewards when the correct behavior is displayed
• Have rules clearly posted in the classroom and use the students
input in developing them
• Have students recognize other students for positive behavior that
day or week.
• Use applied behavior analysis to target positive behaviors and
minimize the negative ones
• Use a functional behavior assessment to also target the desired
behavior.
7. Carl Rogers
• Teachers are responsible in making their classroom warm and
inviting to the students. Children need a warm collaborative,
warm environment to achieve their educational goals.
• Rogers emphasis on is on the learning environment where the
students are engaged in peer teaching and collaborative
activities that challenged different levels of thinking.
• Facilitating is the teacher’s responsibility.
8. Carl Rogers in the Classroom
• It is important teachers show kindness and understanding in
the classroom.
• Students need some freedoms in the way they want to learn,
such as choosing the task they want to do or how they want to
do them.
• It is important to involve students in open discussions and the
opportunity to work with the students around them.
• It is important to provide students with the resources and
materials so they have the opportunity to learn.
9. Jacob Kounin
• Kounin believed good classroom management depended on
effective lesson management.
• Kounin’s key ideas include: withitness, the ripple effect,
overlapping, effective transitions, group focus, and satiation.
• Teacher should keep students actively engaged in the lessons.
The activities should be enjoyable and challenging.
• Teachers should be aware of their whole classroom as well as
attend to two or more events/activities at the same time.
10. Harry Wong
'In an effective classroom students should not only know what
they are doing, they should also know why and how''
-- Harry Wong
• Believes things go wrong in a classroom when there is a lack of
routines and procedures.
• Discipline deals with behaviors and has rewards and
consequences.
• Procedures are how things are done and there is no rewards
or consequences
• Emphasis is on the procedures
11. Conclusion
It is essential for a classroom to be successfully
managed by a teacher. Teachers need to ensure their
students are learning in their classroom. It is important
students are not disrupted by other students. They can
do this by researching and implementing classroom
management theories/theorists. These theories can
guide teachers into creating a safe and positive
environment in which their students can learn.
12. References
• The 21st Century Classroom – Alfie Kohn. (2015). Retrieved
from http://www.openeducation.net/2010/05/03/the-21st-
century-classroom-alfie-kohn/
• McIntyre, T. (n.d.). Assertive Discipline. Retrieved September
26, 2015, from
http://www.behavioradvisor.com/AssertiveDiscipline.html
• Skinner, B. (1968). The Technology of Teaching. New York City:
Appleton-Century-Crofts.
• Sullo, B. (2011, July 23). Choice Theory. Retrieved September
26, 2015, from
http://www.funderstanding.com/educators/choice-theory/
13. References (continued)
• Rogers, C. (1961). On Becoming a Person: A Therapist's View of
Psychotherapy. Lafayette: Real People Press.
• Vaughn, S., & Bos, C.S. (2014). Strategies for teaching
students with learning and behavior problems [University of
Phoenix Custom Edition eBook]. Upper Saddle River, NJ:
Person Education, INC. Retrieved from University of Phoenix,
SPE 546 website.
• Wong, H., & Wong, R. (2005). The First Days of School: How to
be an Effective Teacher . Mountain View: Harry K Wong
Publishing.
