2. To help students reach their creative potential
and give them an opportunity to reach their
own personal success and enjoy the love
learning something new.
3. B.F. Skinner (Positive reinforcement and behavior
modification)
Logic:
Learning is powerfully affected by reinforcing stimuli, received just after an
act is performed.
Behavior can be shaped in desired directions by applying reinforcement
systematically.
Human learned behavior is explainable in terms of behaviors reinforced and
not reinforced.
Contributions:
Formulated principles of learning based on scientific knowledge about
reinforcement.
Showed how to teach complex behavior through application of
reinforcement.
Provided the scientific principles upon which behavior modification was
developed.
4.
Born in Pennsylvania in 1904, psychologist B.F.
Skinner began working on ideas of human behavior
after earning his doctorate from Harvard. Skinner's
works include The Behavior of Organisms (1938)
and a novel based on his theories Walden Two
(1948). He explored behaviorism in relation to
society in later books, including Beyond Freedom
and Human Dignity (1971). Skinner died in
Massachusetts in 1990.
B F Skinner video
5. Jacob Kounin (Management was more effective than punishment )
Logic:
Management techniques, more than anything else, promote desirable
classroom behavior.
Quality management techniques are evident in the behavior of
outstanding teachers.
Misbehavior is best controlled by teachers’ keeping students actively
engaged in activities.
Contributions:
Demonstrated the positive effects of classroom management on
students behavior.
Identified specific teaching techniques that help, and hinder, classroom
discipline.
Showed that technique, not teacher personality is most crucial to
classroom control.
6.
Jacob Kounin was born in Cleveland, Ohio in 1912. He
graduated in 1939 with doctorate degree from Iowa State
University. Kounin began his work as an educational
psychologist at Wayne State University in 1946. Kounin wanted
to focus on integrating learning and discipline in the classroom
because prior theorists kept the two completely separated.
Kounin's work is summarized in his book Discipline and Group
Management in Classrooms. His work was done primarily in the
1970s. Kounin was originally doing research on how a teacher
handles misbehavior after it occurred, but he quickly realized
that it was more important to study how the teacher was
handling the class from the very beginning. Overall Kounin
wanted to focus on preventative classroom management
techniques.
Jacov Kounin video
7. C.M. Charles (Energize class through activities that interest and
motivate students)
Logic:
Learning occurs best when schoolwork is enjoyable and compatible with student
needs.
Synergetic teaching procedures active student involvement with little
misbehavior.
Misbehavior is best corrected by dealing with its causes, in a dignified helpful
manner.
Contributions:
A way of teaching that produces high energy and satisfaction for teachers and
students.
A unified approach to teaching discipline that helps students function best.
A strategy of discipline that prevents and redirects misbehavior by attending to
its causes.
8. C.M. Charles is a globally recognized leader in teacher
education, with more than 50 years’ experience in the field. He
received a Ph.D. in Curriculum and Educational Psychology from
the University of New Mexico in 1961. He has been a faculty
member at Teachers College-Columbia University and
Pepperdine University, and is currently professor emeritus at San
Diego State University.
Dr. Charles has been recognized with numerous awards and has
consulted with international governments on education and
curriculum. He has written more than 25 books; his most
popular work, Building Classroom Discipline, will soon be
published in its ninth edition.
C M Charles Theory
9.
Preventive
Make your curriculum as worthwhile and enjoyable as possible
Be pleasant and helpful
Continually emphasize good manners, self respect, and respect for others.
Supportive
Use signals directed to a student needing support.
Show interest in student work. Ask cheerful questions or make favorable
comments
Acknowledge good behavior in appropriate ways and at appropriate times.
Corrective
Stop disruptive misbehavior. It is usually best not to ignore
Remain calm and speak in a matter-of-fact manner
If necessary, talk with students privately about misbehavior.
