Learning Theories for the Classroom

1. Educational Theories
By Andrea Kowalski and William Reeves

2. Choice Theory
• All we do is Behave
• We choose our behavior based on our 5 Basic
Needs to reach our Quality World
• Coercion or force only lead to Strained
Relationships
• All we can give is information to help students
improve their Quality World
• There are 7 Habits for improving negativity

3. Glasser’s Modifications
• Student input for set up of classroom allows
better learning environment
• Post a daily schedule to understand inherent
freedoms
• Student participation makes them part of the
learning process

4. Kohn’s Classroom Management
• Student’s should work
towards creating caring
environment
• Traditional discipline is only a
short term solution
• Preventative Measures are
the best Measures
• 10 Keys in Kohn’s Classroom
• 1. Students should be allowed to work together in groups.
• 2. Managing behaviors should NOT include rewards and/or bribery.
• 3. Lectured instruction should not be used to force students to learn.
• 4. There should be NO competition among students.
• 5. Students should do research and show what they have learned in their
own ways...in a variety of ways.
• 6. Know and use all the learning styles to reach all the students.
• 7. Don't just tell students the answers: work with them until they discover the
answers for themselves.
• 8. Hands-on activities should reflect real-life experiences.
• 9. Students should love learning - eliminate their fears and take away
traditional grades.
• 10. Be patient with students; they should be allowed to find success and failure
in hopes of finding growth and learning.

5. Kohn’s Modifications
• Group work helps build ownership and pride
• Lack of completion encourages positive
feelings in all
• Hands on Activities help build academic and
social growth

6. Canter’s Assertive Discipline
• The teacher is the key to Great Education, and
must be in control
• Teacher knows what is best for students and
must act accordingly
• There is no acceptable reason for misbehavior
• Consequences for both good and bad behavior

7. Canter’s Modifications
• Limited Modifications
• Would not be useful with Behavioral Disorder
Students
• Small Group instructions

8. Skinner’s Behavioral Management Theory
• All we do is behave.
• Teacher’s should Model proper behavior, set
goals and prompt students. They must also
give feedback for both negative and positive
behavior
• Use external motivations to condition the
student- rewarding positive behavior

9. Skinner’s Modifications
• Reinforcement Schedules build routine
• Tangible rewards build habits
• Use of Educational Tasks as rewards

10. Carl Rogers (Preventative Management)
• Student Centered
• Student should be the one’s actively seeking
knowledge. Teacher is a facilitator
• Students need to think for themselves
• 3 main beliefs
• 1. realness- the teacher should not be fake but be
themselves
• 2.) Prizing the learner-The learner should be
valued
• 3.) Empathetic of the learner- that a teacher
should understand their student’s motivations

11. Roger’s Modification
• Use of all types of learning methods
• Teacher actively looks to discover types of
learners
• Student led groups empowers students to own
their learning

12. Jacob Kounin’s Classroom Management
• Managing the Classroom effectively eliminates most
unwanted behavior
• Use of activities and student work
• Manage discipline while running the lesson
• 5 ways to identify a successful classroom
• Continually being alert to the myriad of sights and
sounds in the classroom
• Arranging the classroom so that all students are
always within eyesight
• Scanning the room periodically when working with
individuals or small groups of students
• When helping an individual student, the teacher
faces the rest of the class
• Briefly acknowledging student misbehavior at first
detection to let the student and the class know that
the teacher is aware, thus preventing an escalation
of the misbehavior (Portal, 2013)

13. Kounin’s Modifications
• Seating Changes help student learning
• Students reminded of policies in a multitude of
ways to ensure understanding
• Focus on work and assignments

14. Harry Wong
• Organization is the Key to Successful Teaching
• Quality Teacher is the Key to student
improvement
• Goal of the Teacher is to get students to work
• Teacher must set goals and expectations in the
first week of school

15. Harry Wong’s Modifications
• Procedures based on repletion and
reinforcement give a stable, structured
learning environment
• Teacher’s model behavior

16. Management vs. Disciplined
Management
• Based on organization and setting goals
• Setting up a classroom atmosphere
• Process based
• Student Achievement focused
Discipline
• Based on Rules and Consequences
• Rewards and Punishments
• Discipline focused

17. References
Culatta, R. (2013). Instuctional Design. Retrieved from http://www.instructionaldesign.org/theories/operant-conditioning.html
Glasser, W. (1998). Choice Theory. New York: Harper Collins Publishers India.
Lefton. (1997). Life Circles. Retrieved from Learning Theories: http://www.lifecircles-inc.
com/Learningtheories/humanist/rogers.html
McKintire, T. (n.d.). Canters Assertive Behavior. Retrieved from behavior.com:
http://www.behavioradvisor.com/AssertiveDiscipline.html
Portal, L. (2013). Classroom Management. Retrieved from Learn Portal:
http://www.elearnportal.com/courses/education/classroom-management-and-discipline/classroom-management-and-discipline-discipline-
theorists
Wong, H. (2012). Harry Wong Classroom Management. Retrieved from http://glavac.com/harrywong.htm