skinner, glasser, gordon

1. BUILDING THE FOUNDATION
(SKINNER, GLASSER, GORDON)
Fatin Nabihah Binti Mohd. Fadzil
Mohd. Al Hafiz Bin Sabri
Abdul Wafi Bin Abdul Halim
Muhd. Khairul Arif Bin Muhd. Radzi

2. Building
the
foundation
Skinner
Glasser
Gordon

3. Building the foundation
• The theories will provide teachers with
an understanding of classroom
management.
• There is no definite model for classroom
management.

4. B. F. Skinner

5. Descriptions
• B.F.Skinner’s approach to discipline is
through shaping desired behaviour.
• His behaviour modification approach
consists of restructuring the
environment so that undesired
behaviours are eliminated.
• Operant behaviour is a response
emitted from self motivation.

6. Respondent
Behaviour
Operant
Behaviour
• Respond towards stimulus
from environment.
• Rely on stimulus.
• Reinforcement towards
behaviour.
• Rely on pupils’ motivation
based on reinforcement
given.

7. • Strengthen a behaviour or response,
humans need positive or negative
reinforcement (Skinner,1950)
OPERANT BEHAVIOUR
Good Behaviour = Reward
Bad Behaviour = Punishment

8. Concept of Operant Behaviour
1. The responses occur from the initiative of
pupil. If the response were to achieve its
desired result, it will established and
sustained.
2. Any stimulus (teacher, event, object,
environment) which can sustain the pupil’s
response is known as reinforcer.
3. Reinforcement is a technique or process
used which uses the reinforcer to
strengthen and sustain relevant response.

9. OPERANT
BEHAVIOUR
POSITIVE
REINFORCEMENT
NEGATIVE
REINFORCEMENT
Possibility of repeating desirable
(or undesirable) operant
behaviour will be enhanced.
Possibility of repeating the
operant behaviour will be
enhanced by transferring or
removing the unpleasant stimulus

10. Approaches / Strategies
pupil perform
an desired
act
teacher
gives reward
pupil tends
to repeat the
act.
pupil perform
an undesired
act
teacher
ignores the act
or punishes
the pupil
praises a pupil
who is
behaving
correctly
misbehaving
pupil less likely
to repeat the
act.
1
2

11. • Continuous Reinforcement
– Occurs every time when an expected response
is given.
– Usually used to shape or establish new
desirable response.
• Intermitted Reinforcement (Robbins,1971)
– Occurs some time when an expected response
is given (once in a while).
– Give rooms for extinction and resistance.

12. STRENGTHS WEAKNESSES
It is simple to use. The results might not last long
Results are immediate. Students may not perform as desired when
rewards are terminated
It accomodates most teachers' desire to
maintain control.
Students may not learn how to govern their
own behavior.
Students can feel successful when they
obtain rewards.
The approach may seem too much like
bribery to some teachers
Standards of behavior are uniform,
consistent, and clear to all students.
It ignores any underlying problems caused
by influences at home, in society, or at
school
Time does not have to be spent in class
discussing rules and students' conduct.
To use so much control in a democratic
society may be unethical
It can be readily employed with all students
regardless of age.
Students do not get an opportunity to
clarify emotions, weigh alternatives, decide
on solutions, or develop their intellect

13. The practicality of the theory in a
local ESL classroom

14. SITUATION
In a class, students are required to
complete a task. Teacher sets rules for
students to complete task with
guidance. However, there is one
student broke the rules and finish the
task

15. Teacher Control in Establishing Rules
YES
• Teacher control is
practical because
he/she can know
their students level.
• Can provide more
challenging task
NO
• It is not practical if
the students started
to disturb other
students

16. Reinforcer
• Social - verbal comments, gestures, and facial
expressions.
• Graphic - marks of various kinds such as
numerals, checks, happy faces, and special
symbols.
• Activity - activities that pupils prefer to do in
school
• Tangible - real objects that pupils can earn as
rewards

17. William Glasser
He is the guy who is responsible in
developing the traditional Control
Theory to his own Choice Theory in
classroom based on the four
human basic psychological needs.

18. Glasser’s
opinion on the
theory
Classroom
Management
Teaching Practicality
Control Theory Control Theory is
misleading and is
hard for the ppl to
accept (Glasser,
2001)
Discipline-wise:
1. Teacher
practices
behavioural
modification
method
2. Teacher given
full authority on
the students
behaviour. (put
punishments or
gives reward)
3. Teacher sets the
classroom rules
without
discussing to the
ppls first.
Teaching-wise:
1. Teacher sets the
topics and
activities for in
classroom.
2. Teacher gives
input for
students and are
free to make
give
tests/quizzes to
students.
Yes if the class is
having a serious
disciplinary problems
that cannot be
handled.
The dictator-like
method may cause
more problems to
particular group of
students (rebelling,
or ignoring teacher
when their needs are
not fulfilled)
No, if teacher handles
a class of advanced
students.
Studnts are limited
to teacher’s
materials.

19. Glasser’s opinion
on the theory
Classroom
Management
Teaching Practicality
Choice Theory Choice Theory deals
with individual’s
choice and attempts
to explain how ppl
behave in certain way.
(Glasser,2001)
Choice Theory were
developed based on
the 4 human basic
psychological needs.
(Glasser, 2001)
Dicipline wise:
1. Students
misbehaviour are
caused by the
lack of the
psychological
need. (love,
power control,
freedom, fun)
2. Students
misbehaviour
may come frm
teacher,
environment or
the students
itself.
3. Teacher believe
students do have
choice to behave
or misbehave.
Teaching-wise:
1. Students have
freedom to
choose their
topic to study,
and how to study
for the day
lesson.
2. Students given
chance to accept
or reject
teacher’s lesson
but given
appropriate and
acceptable
reasons.
3. Students can set
the date of their
quizes and tests,
but with mutual
agreement with
teacher.
Yes it is practical to be
done to any mediocre
classroom with
adequate to high
discipline students.
Reduces the probability
of being rejected and
ignored by students,
Improve students
teacher relationship.
No if the students weak
in academics or very
poor in discipline.
Students may overused
the power of choice by
teacher making the
lesson failed miserably.

20. Four human basic
psychological needs
The reasons behind why
Glasser developed his own
Choice Theory in classroom.

21. LOVE POWER AND
CONTROL
FREEDOM FUN
Need for social
acceptance.
Feeling worthwhile is
close to sense of
power and control.
Sense that one is
directing and
responsible for one’s
own life.
All work but no play,
makes Jack a dull boy.
Teacher’s
responsibilities to
develop sense of
belonging.
(Glasser, 2001)
Human need enough
sense of power and
control to regulate
their lives(
Glasser,2001)
If teacher gives full
freedom, the class will
be chaos. So allow
students to make
some decisions
themselves.
(Glasser,2001)
Children are driven by
need for fun far more
than teachers and
parents can
accommodate.
(Glasser, 2001)
Example:
Display all students
work on a buletin
board (Edward, 2000)
Example:
Allow students to
manage their own
activities or topic to
study.
Example:
Allow students to join
in making class rules.
Example:
Lesson be done more
entertaining, more
challenging and
engaging task given.

22. In conclusion
• In building the core of the discipline and value
of students, teacher should remember that
the students have four basic psychological
needs to be fulfilled.
• Based on the Control and Choice Teories,
Glasser develop a form of counseling
technique, called Reality Theraphy.
• Teacher should have willing ears and listen to
the students, and able to adapt to the variety
of students needs and behavior.

23. Thomas Gordon

24. Descriptions
• Emphasizes on the importance of
developing meaning and mutually
beneficial relationship.
• Rejects the reward and punishment
models.
• He suggests few ways in solving conflicts
in classroom.

25. Approaches How it works
I-message People tell how they personally
think or feel about another's
behavior and its consequences.
Door openers Words or actions that invites folks
to talk about what is on their
minds.
Active listening Carefully listening and
demonstrating understanding of
what another person is saying.
No-lose conflict resolution Everyone wins.
Approaches that are suitable for primary pupils
Approaches

26. Gordon proposes a six step problem
solving process in managing conflict
(Manning & Bucher, 2013)
1. Defining a problem
2. Generating possible solutions
3. Evaluating the solutions
4. Deciding which solution is the best
5. Determining how to implement the
decision
6. Assessing how well the solution solved
the problems

27. Implementation
Situation
Melissa is disturbing the lesson. She is being
very playful and not concentrating on her task.

28. Using the Peace Walk. Able to practice active
listening and I-message.
1.Approach the problem by asking
Melissa questions. Simple question
such as, Why are you being noisy
today, Melissa? Is there a problem?
2.Listen what she said to build trust and
communication. (Active listening)
3.Ask her for few suggestions on ways to
help her focus during the lesson. (I-
message)

29. 4. Discuss with her which suggestions will
really help her to focus. (Door openers)
5. Teacher will work on details on how the
chosen way could be implemented.
6. After actions are taken, assess if the
changes works for her. (No-lose conflict
resolution)

30. Strengths and Weaknesses
Strengths Weaknesses
Helps to grow positive
relationship between pupils
and teacher.
Depending on pupils maturity
level. Takes time to become a
habit in daily life.
Helps to resolve conflict
peacefully.
Taking a long time.

31. T H A N K Y O U