This document discusses several pioneers in classroom management theory including William Glasser, B.F. Skinner, John Dewey, and Linda Albert. It summarizes their key ideas for improving student behavior and engagement. For example, it states that Glasser believed student behavior will not improve until educators change how they work with students and that forced motivation does not work. It also explains that Dewey thought students learned best when exploring subjects of interest and that Albert's cooperative discipline emphasizes teacher-student collaboration on class decisions.

1. Pioneers
Pioneers in classroom management
Shaun,Ware
Sarah,Lewis
Classroom Engagement
Grand Canyon University
2 April 2011

2. William Glasser
William Glasser is one of the greatest educational thinkers
during the 20th and 21st Century. He contends that
student behavior will not improve until educators and
administrators change the way they work with students.
Trying to force students to learn behavior responsibly is
hopeless because it is contrary to their natural
inclinations. Glasser believes all human behavior is
purposeful. We can not blame anyone else but ourselves
for good or improper behavior. He believes that students
are satisfied with doing low-quality school work and
unwilling to make an effort to learn.

3. Glasser
The style of teaching is essential to improve the quality of learning and
teaching in today’s classroom. Teachers must replace the boss
teaching style with the lead teaching style to improve performance.
Teachers must come to realize that forced motivation will not work in
getting students to learn and behave in the classroom.
Teachers must have students actively engaged in the learning process
through participation. Asking for student input, involving students in
activities, have students evaluate their own work and never use
coercion to get students to comply with expectations. Lead teachers
know that learning resides within the students and achieving true
learning the lead teacher addresses the student’s basic needs.
(Charles, 2011)

4. Glasser
The style of teaching is essential to improve the quality of
learning and teaching in today’s classroom. Teachers must
replace the boss teaching style with the lead teaching style to
improve performance. Teachers must come to realize that
forced motivation will not work in getting students to learn and
behave in the classroom. They must have students actively
engaged in the learning process through participation. Asking
for student input, involving students in activities, have students
evaluate their own work and never use coercion to get students
to comply with expectations. Lead teachers know that learning
resides within the students and achieving true learning the lead
teacher addresses the student’s basic needs. (Charles, 2011)

5. Skinner
Skinner's work with behavior modification influenced
classroom management systems in that teachers could
understand the value of shaping desirable behavior
(Charles, 2008). In the 1960s, his influence could be seen
in teachers who rewarded good behavior and ignored
misbehavior. Unfortunately, these reward systems, when
not coupled with instructing misbehaving students in
proper behavior, are simply bribes, which lead to a
different set of behavioral issues.

6. John Dewey
Philosopher John Dewey, an early pioneer of
education, noted that students learned best when
they were given the freedom to explore subjects
which were of interest to them; education was to
be practical for future employment, and for the
ability to contribute to society (Neill, 2005).
Rather than strict discipline, the movement
stressed individual self-control and peer pressure
(Charles, 2008).

7. DRUIKERS
Sometimes students' behavior does not seem to make sense
however, recognizing the goals of misbehavior helps their
actions become more understandable. In the 1930s, Druikers, an
Austrian psychiatrist and educator who worked to understand
the underlying causes of misbehavior and to develop strategies
for students to learn self discipline (Charles, 2008). He
reasoned that students misbehave for four basic reasons
(Advantage Press, 2003)

8. TYSON
Tyson indicates that teachers, and subsequently their students, respond to
these misbehaviors in the following ways. When students seek
attention through behaviors that distract others, teachers feel annoyed
or irritated, verbally lashing out at the student. Students stop their
behavior temporarily, but are not taught how to appropriately seek the
attention they need. When students display a need for power and
control through temper and or verbal tantrums, teachers feel
provoked, frustrated, and fearful. Because the teacher's response
leaves the student feeling confrontational, misbehavior usually
continues until it is stopped on the student's own terms. When
students seek revenge through physical and/or psychological attacks,
teachers feel hurt. Their reaction can cause a student to become sullen
and withdrawn, and misbehavior can intensify until it is stopped on
the student's own terms.

9. TYSON
When students are trying to avoid failure, they can
become frustrated, throw tantrums, and lose control
because of the pressure. Teachers, in turn, feel despair
and become resigned to the student's failure. Their
reaction causes students to procrastinate or fail to
complete an assignment, or worse, to consider that
they may have a learning disability.

10. KAGAN
Win-Win Discipline is an effective approach to
classroom discipline. It is designed to handle
discipline problems at the moment of the
disruption with powerful and proven discipline
strategies but more importantly, it targets the
root of discipline problems students' unfulfilled
needs.

11. Linda Albert
Linda Albert's Cooperative Discipline theory
emphasizes that the teacher and students
should work together to make class decisions.
Albert recommends informing and involving the
students parents in class decisions as well. This
can be accomplished by implementing what
Albert refers to as the Three C’s: connections
contributions and capabilities.

12. Albert
A class code of conduct indicates how students are expected
to behave instead of how they should not behave.
Albert states that the teachers and students should work
together to determine consequences for
when a student does not follow the class code of conduct.
When the students are involved in the
determining the consequences, Albert feels the students are
more likely to follow them because
they are connected to them.

13. Marshall
One aspect of Marshall's classroom management
strategies is enforcing classroom rules.
Rules place the teacher in the position of the
enforcer, a cop, wearing a blue uniform with
copper buttons rather than that of a teacher,
coach, mentor, facilitator of learning, or
educator.

14. Marshall
Rules are necessary in games. Between people,
however, rules result in adversarial
relationships because rules require
enforcement. In addition, rules are often stated
in negative terms and imply an imposed
consequence if not followed.

15. Ronald Morrish
Real discipline does more than simply
encourage good choices. It ensures that
children are well-prepared for the choices
that they are given. It gives adults the
authority to make choices until their
children are ready to make them on their
own.

16. Morrish
The easiest way to think about real discipline is to
view it as having three parts.
The first part is called training. With these
techniques, children are taught to comply with
rules and limits and do what they are told to do
by people in a legitimate position of authority.

17. Morrish
The second part of real discipline is the teaching component in which we teach
children the skills and attitudes for being responsible and cooperative. This
part is also omitted from today's popular discipline which assumes that
children will learn their skills from the consequences provided by adults.
The third part is called managing in which we provide children with more
and more choices as they get older so they learn how to handle
independence. Today's popular discipline concentrates on this part to the
exclusion of the other components. What we have forgotten in our rush to
provide children with freedom of choice is that adults are supposed to
prepare children to handle choices and make sure they are ready. It is well-
trained, well-taught children that handle choices responsibly and with
respect for the rights and needs of others.

18. Reference
Advantage Press. (2003, June. Reasons for student misbehavior require thoughtful responses.
Newsletter, 6.03. Retrieved September 16, 2008, from
http://www.advantagepress.com/newsletters/jun03news.asp
Charles, C. M. (2008e. Building classroom discipline (9th ed.e. Boston: Pearson Education.
Neill, J. (2005e. John Dewey: Philosophy of education. Retrieved September 16, 2008, from
http://wilderdom.com/experiential/JohnDeweyPhilosophyEducation.html
Tyson, L. E. (n.d.). How to earn respect from your students and receive outstanding evaluations
from your principal by managing conflict appropriately. Retrieved September 16, 2008, from
www.ed.uab.edu/ltyson/ClASSMGT1.PPT