This document discusses approaches and theories of classroom management. It begins by outlining the objectives and types of classroom misdemeanors. It then discusses three approaches to classroom management: the student-directed model, collaborative model, and teacher-directed model. Next, it examines four theories of classroom discipline: Assertive Discipline, Behavior Modification, Logical Consequences, and Reality Therapy. Each approach/theory is defined and its basic principles are outlined in one or two sentences. The document concludes by listing its reference.

1. APPROACHES AND
MODELS OF CLASSROOM
UNIT 5
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2. OBJECTIVES
At the end of this unit, students should be able to:
1. identify possible reasons for students’
misdemeanors in the classroom
2. analyze the beliefs and practices of classroom
management approaches/models
3. apply the principles of classroom
management to real classroom situations
4. apply principles of behaviour
management in the classroom setting
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3. Types of classroom
misdemeanours
 Aggression
 Immorality
 Defiance of authority
 Class disruptions
 Fooling around
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4. Reasons for classroom
misdemeanours
◦ To seek attention, power, revenge,avoidance
of failure(Dreikurs 1972)
◦ Isolation (Cruickshank et. Al. 1999, 382)
◦ “Sheer fun of it”
◦ Tedious or boring class
◦ Unrestrained outburst of youth
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5. APPROACHES TO
CLASSROOM MANAGEMENT
 As a manager, there are a variety of
classroom management methods that
the teacher can employ to make the
elementary classroom an effective one.
 Three such approaches that have been
proposed by Levin and Nolan (2000) are;
the student-directed management
approach, the collaborative approach
and the teacher-directed approach.
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6. APPROACHES TO
CLASSROOM MANAGEMENT
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7. The Student-Directed
Management Model
 Students must have
the primary
responsibility for
controlling their
behaviour
 Students are capable
of controlling their
behaviour if given the
opportunity to do so.
 Example: students
should be involved in
decision making such
as the physical
apperance of the
classroom
 Determining school
and class rules
 To be in charge of
classroom meetings
 Giving them the
responsibilites to solve
interpersonal conflicts
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8. The Collaborative Management
Model
 The control of
behaviour should
be the
responsibility of
both students and
teachers
 Students are given
the opportunity to
control their
behaviour.
 However, the choices
that they make are
guided by the
teacher
 Rules and
procedures are
developed jointly
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9. The Teacher-Directed Model
Premise
 if students internalize
the rules given to
them by responsible
adults, they will
become good
decision makers.
 All decisions are
made by the teacher
and the students are
seen as
implementers of
those decisions.
 The teacher usually
presents rules and
consequences
during the first week
of the school term.
 Students are
expected to follow
those rules since it is
believed that the
teacher, as a trained
professional, knows
what is best for
students.
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10. Note!!
 None of these methods
of classroom
management is
foolproof.
 In choosing an approach
the teacher needs to
consider a number of
factors before deciding
which is best suited for
that particular
classroom. Examples
reflect on your
philosophy of education,
assumptions about your
students,perception of
self and competences in
management
 .
 The guiding principles in
each approach must be
carefully studied in order
to choose the one that is
most appropriate.
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11. THEORIES OF CLASSROOM
DISCIPLINE
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12. THEORIES OF CLASSROOM
DISCIPLINE
◦ Assertive Discipline – Canter
◦ Behaviour Modification – B. F. Skinner
◦ Logical Consequences- Dreikurs
◦ Reality Therapy Non-coercive Discipline–
William Glasser
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13. Assertive Discipline – Canter
 To maintain order in the classroom so that
teachers may teach effectively and students
may learn.
 This is based on the assumption that
“teachers have the right to teach best
without interruption and students have the
right to learn in a safe, calm environment
with full teacher support.” (Charles
1999,p.82)
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14. Assertive Discipline – Canter
 In Canter’s model, teachers are helped-
through training-with establishing a
classroom climate of mutual trust and
respect in which students’ needs are met
 Behaviour is managed humanely
 Desired learning achieved
 Students are taught how to behave
properly, classroom rules are made and
understood and when violated
consequences are applied
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15. Assertive Discipline – Canter
 Teachers are assertive and consistently express class
expectations and implement a discipline plan that encourages
students co- operation
 Good discipline must grow out mutual trust and respect between
teachers and students
 It does not depend on more rules and harsh consequences
 Students should be taught rules and consequences and how to
follow direction
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16. Assertive Teachers
These teachers clearly and firmly express their needs. They have positive
expectations of students. They say what they mean, and mean what they say.
They are consistent and fair.
The Canters identified three (3) basic response styles
used by teachers when interacting with students
Hostile TeachersNonassertive Teachers
fail to make their needs
or wants known. They
appear indecisive which
confuses students. They
threaten but students
know there will be no
follow through.
respond in a way that disregards
the needs and feelings of
students. Their response to
students are negative,
condescending,
sarcastic or hostile. They often
make unprofessional
comments about students
and their peers. Consequences
they are
overly severe.
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17. Skinner – Behavioural
Management
This model of classroom
management is also known as:
 behaviourism
 behavioural techniques
 behaviour modification
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18. Skinner – Behavioural
Management
Definition:
The practice of providing consequences
for both positive and negative behaviour.
The teacher develops a process of
systematically applying rewards
(reinforcements) and consequences for
behaviour.
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19. Skinner – Behavioural
Management
Behaviour is shaped by environmental
factors and bahaviour can be changed
over time by applying appropriate
reinforcer
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20. Dreikurs’ Logical Consequences
Definition: The teacher considers the
motivation and goals of the student
behaviour in the development of a
management plan.
A more humanistic approach than just
focusing on discipline.
The teacher then applies Logical
Consequences to assist students in taking
responsibility for their actions and
behaviours.
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21. Dreikurs’ Logical Consequences
Logical Consequences:
 Must be tied directly to the misbehaviour
 Must not involve moral judgments
 Must distinguish between the deed and the
doer
 Must be applied in a non-threatening
manner
 Must present choice for the student
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22. William Glasser’s Reality
Therapy
 Reality Therapy -Control/Choice Theory
 All humans have a need for love a feeling of self-worth
 Steps: build a relationship, focus on behaviour not
person, give student responsibility and evaluation,
develop a plan, student commits to plan, follow-up and
follow-through, move beyond class if necessary
 Emphasize effort ( redo, retake, revise), create hope,
respect power, build relationships and express
enthusiasm
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23. REFERENCE
 University of the West Indies. 2003. ED 33F. Classroom
management. Bridgetown: Distance Education Centre
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