classroom management

1. THEORIES OF ASSERTIVE TACTICS
(LEE & MARLENE CANTER)
Met in 1968 while attending college.
Lee aspired to be a teacher, while Marlene wished to be a
social worker specializing in working with children
Lee and Marlene married in 1970 and focused on the
hopes for the future – to make a difference in children’s
lives.
Lee now was pursuing a Master’s degree in social work,
while Marlene was finishing work on gaining a teacher
certificate and advanced special education training.

2. THEORIES OF DEMOCRATIC TEACHING
(RUDOLF DREIKURS, KOHN)
Social psychologist Rudolf Dreikurs was born in Vienna,
Austria on February 8, 1897. He graduated from the medical
school of the University of Vienna before spending five years as
an intern and resident in psychiatry. His research in the field
of social psychiatry led him to organize the first Mental
Hygiene Committee in Austria and to become interested in the
teachings of social psychologist Alfred Adler. As a director of
one of the child guidance centers in Vienna, he employed
Adler's methods with families and classrooms

3. THEORIES OF INSTRUCTIONAL MANAGEMENT
(JACOB KOUNIN)
Started his career as an educational psychologist at Wayne
State University in 1946. He is best known for his studies
completed in the 1970’s on classroom management. Kounin’s
studies took place over 5 years and he experimented on
college, high school and elementary school aged students.
Research was based on video tapes on 80 elementary school
classrooms. Wrote a book called “Discipline and Group
Management in Classrooms,” which summarized the
behaviours of classroom managers.

4. THEORIES OF
ASSERTIVE
TACTICS
THEORIES OF
INSTRUCTIONAL
MANAGEMENT
THEORIES OF
DEMOCRATIC
TEACHING
*Assertive discipline is
a systematic and
objective way of
ensuring a teacher-
controlled classroom.
*It is also called the
"take-control"
approach to
teaching, as the
teacher controls
their classroom in a
firm but positive
manner.
*This theory
requires teachers to
be assertive rather
than passive or
hostile(teacher-
controlled).
*Found that
organization and
planning are keys to
good classroom
management.
*Preventing
misbehavior
*Maintaining group
focus
Managing
movements
*Dreikurs believed
that the motivation
for people in society
is social acceptance.
* behaviour is a
reaction and
interpretation to the
surrounding
environment.
*misbehavior occurs
only to gain
acceptance.
*there are four
mistaken goals of
misbehavior:
1. Attention
2. Power
3. Revenge
4. Appearing
Inadequate
DESCRIPTION OF THEORIES

5. APPROACHES & STRATEGIES
THEORIES OF ASSERTIVE
TACTICS
Decide which rules (4 or 5
are best) you wish to
implement in your classroom.
Raise up their hands when
answering the question, do
not disturb others, speak in
English, be quiet when
teacher I is speaking
Determine negative
consequences for
noncompliance
Time-out, extra homework
Determine positive
consequences for appropriate
behaviour.
Verbal praise, giving stars
List the rules on the board
along with the positive
and negative
consequences.
Have the students write
the rules and take them
home to be signed by the
parents and returned
THEORIES OF
DEMOCRATIC
TEACHING
Provide lesson with social
interest in mind
Provide a teaching
environment that supports
pupils’ sense of belonging.
Come with a set of
classroom rules as a group.
Support responsibility
through freedom of choices
in lesson plans.
Avoid power struggles and
encourage pupils who
display inadequacy
Encourage pupils
rather than praise
them
Provide pupils with
logical consequences to
mistaken goals” to
support responsibility
and avoid punishment.
THEORIES OF
INSTRUCTIONAL
MANAGEMENT
Withitness – scan
constantly, make note of
repeated behaviors, get to
know the students on a
personal level, keep moving
through the classroom.
Do not allow for dead time
during transitions. Keep
momentum by keeping the
students engaged in some
activity at all times
Give lessons multiple times
and assess yourself during
teaching.
Ask pupils for their input
before planning lesson.
Ask students questions to
make sure they are not
experiencing satiation.

6. DISCIPLINE
Set an example and start
discipline from the beginning.
ESTABLISH
Explain why rules and
consequences are needed. Teach
and review the rules frequently.
CONSISTENT
Develop a consistent rules &
procedures.
BALANCE
Maintain a careful balance
between penalties for
misbehaviours/ errors and positive
reinforcement
THEORIES OF
ASSERTIVE
TACTICS
PRACTICALLY
Attempt to determine the
student’s motives and help the
student understand them.
Help students change their
mistaken goals and assumptions
for some that are more useful.
Teach children to apply logical
consequences perhaps using
class discussions to develop class
rules and analyze problems
THEORIES OF
DEMOCRATIC
TEACHING
Observe pupils whether they are
using English Language during
communicating.
Group work
Enjoyable and challenging lesson
THEORIES OF
INSTRUCTIONAL
MANAGEMENT

7. STRENGTHS
THEORIES OF
ASSERTIVE
TACTICS
THEORIES OF
DEMOCRATIC
TEACHING
THEORIES OF
INSTRUCTIONAL
MANAGEMENT
Develop good class
control
Logical consequences
produce better result
than punishment
Results are self-
determined
Classrooms are
democratic with
appropriate teaching
styles
Changes the focus of
classroom management
from discipline based
on reprimands to
management based on
the dynamics in the
classroom
Student expectations
are clearly stated
Not based on
personality traits
Involved both students
and teacher in making
decision
Rules and limitations
are clearly stated
gives students
understanding of the
consequences of their
misbehaviours, and
thus tends to promote a
high degree of
autonomy and
responsibility
Applicable for a variety
of classroom scenario
Simple and well-
structured plan
No interruptions from
students during
teaching and learning
Teachers are in power
to control the students
Positive, caring and
productive classroom
environment
promotes respect
between teachers and
students

8. WEAKNESSES
THEORIES OF
ASSERTIVE TACTICS
 Teaching style may
not fit the need of all
students
 Can be a bad way to
start off the year
 Teacher can become
over controlling
 Minimal student’s
interactions
 Limited to three types
of teachers
 Fail to promote self-
direction in students
 Students are not
allowed to give ideas
THEORIES OF
DEMOCRATIC
TEACHING
 it may be over-
simplistic to
categorize all
behaviors in the four
classes of goals and
to attribute all
misbehaviour to
mistaken
assumptions about
how to achieve goals.
 clear logical
consequences can’t
always be arrived at
for all behaviors., or
for all students
THEORIES OF
INSTRUCTIONAL
MANAGEMENT
 Model is teacher-
centered
 Puts more
responsibilities on
teacher
 Provides rich insights
about presenting
misbehaviour but little
insights about
correcting
misbehaviour
 It does not develop
personal
responsibility in
students.
 What work with young
children may not work
with older children-

9. Withitness – more aware of
what is going on in class
Smoothness – keep student
engaged
Momentum – keep student
moving
Group alerting – get student
attention
Accountability – keep
students on attentive
Keeps teacher fair and
consistent
Help teacher take and
keep control of their
classroom
Create positive student-
teacher relationship
Establish strong parent
support
Providing students with roles,
help to foster a community
environment
Encouragement will be more
beneficial than praise
Encouragement of one students
may be a motivating factor for
another student.
More student-centered
APPEAL
THEORIES OF ASSERTIVE
TACTICS
THEORIES OF INSTRUCTIONAL
MANAGEMENT
THEORIES OF DEMOCRATIC
TEACHING

10. REFERENCES
Dreikurs, R. and Grey,L. (1968/1993). Logical Consequences: A New Approach to Discipline
. New York: Plume, pp. 143-44.
Dreikurs, R. (1968). Psychology in the classroom (2nd ed.). New York: Harper & Row.
Dreikurs, R. Grunwald, B. B., and Pepper, F. C. (1982) Maintaining Sanity in the Classroom
(2nd ed.). New York: HarperCollins, p. 67.
Rudolf Dreikurs. (n.d.). Retrieved June 8, 2007, from
http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf
Kohn, A. (1996). Beyond Discipline [Electronic version]. Education Week, Nov. 20 Retrieved
June 15, 2007, from http://www.alfiekohn.org
Positive Discipline Association (n.d.).What is Positive Discipline?Retrieved June 8, 2007,
from http://www.positivediscipline.com/What_is_PD_Article.pdf
Wolfgang, C.H. (2001). Solving Discipline and Classroom Management Problems: Methods
and Models for Today's Teachers. New York: John Wiley and Sons.