For education to be effective, competent classroom management is crucial.

This is true because a

supportive environment is necessary for good learning to occur. We are able to create an
environment that is conducive to learning through effective classroom management.

A) Canter’s assertive Discipline theory:

1) Canter's method of managing the classroom is frequently referred to as assertive discipline or the
"take charge" method of discipline, in which the teacher has complete authority over every aspect of
the learning environment.

A typical Canter's classroom is run entirely by the teacher, with no input from the students. The
wellbeing of the class of kids is under the control and decision-making of the teachers . According to
Canter, it is crucial for the instructor to set up obvious norms so that everyone knows how to act in
the classroom. This means that it is the teacher's duty to clearly define acceptable and inappropriate
behaviours so that even a new student will comprehend them.

Canter further asserts that the instructor must be firm and aggressive, and he provides three
examples of these reactions;

1) Competent (Assertive) teachers uphold the rights of both themselves and their students in
every circumstance. This implies that the teacher establishes the ground rules for behavior
and consistently enforces them. As a result, the instructor must always support what is said
with deeds. (Consequences, both positive and negative). These professors attend to the
needs of the pupils first before attempting to pique everyone's interest.
2) Teachers who are hostile to their students are unpleasant and employ strategies like threats
to get their attention in the classroom. Additionally, they occasionally respond to kids with
sarcasm. They think that if they don't use threats to intimidate the students, there will be
anarchy. However, this will arouse pupils' emotions, and in a setting like that, effective
learning cannot occur. They put their needs first but don't put the needs of the kids'
interests first.
3) Teachers who lack assertiveness are passive, inconsistent, and lax in enforcing their
demands and expectations. As a result, they lose credibility with the kids and find it
challenging to attend to their needs first. They don't also work in the students' best
interests. The premise behind this is that before considering how to assist their children,
teachers must first ensure that their own needs are satisfied. It is comparable to stating that
if you can't look after yourself, you can't look after others. Canter has the opinion that in
order to do it, a teacher must be assertive.

Canters argues that it's critical to acknowledge the efforts of all students who follow the teacher's
instructions. They contend that professors ought to recognize every student throughout the day. The
basis of this model is this notion.

An effective teacher who is aggressive frequently uses praise in the classroom. Even if some people
can have issues with it, praise and prizes are nevertheless a crucial tool in a standard Canters
classroom. The premise is that in order to motivate students to follow classroom rules and
regulations, the instructor must determine what each and every student values as a reward or
compliment. However, the teacher may find this to be a challenging task.
Canters recommended the use of seasonal motivators, monthly citizen slips, bulletin boards, and
ready-to-fill-in awards to assist forceful teachers in providing rewards. Many schools have created
their own incentive programmes to assist teachers in giving out incentives in the classroom.

Canters' praiseworthy acknowledgment, nevertheless, doesn't just focus on advantageous

outcomes. Additionally, they mentioned imposing harsh penalties. They stress the importance of the
teacher setting up clear norms and ensuring that every student is aware of them. Students will be
able to control their own destiny and make their own decisions as a result.
The Canters hold that a teacher's instructions in the classroom must be calm, firm, clear, and
consistent. He or she is not required to act cruel, angry, or abusively in class.

 Although the tone of voice should be neutral, it should be firm.

 When communicating with the learner, the teacher should make eye contact.

 To strengthen the lesson he or she wants to convey, the teacher should make gestures.

 The teacher must remember to capitalise on the names of the students. This can assist the
instructor in getting the students' attention in the classroom.

B )The Choice Theory of Behavior Management was presented by William Glasser in 1996.
It is predicated on the premise that love and a sense of belonging are the most fundamental
human needs. Anyone must experience a certain level of intimacy or connectedness with
the friends, family, and acquaintances they value in order to be able to meet any of their
requirements.
The Choice Theory of Behaviour Management makes three statements as a result of this.
1.Humans only act out their behaviour.
2.We almost always choose the actions we engage in.
3.We are driven to satiate our fundamental needs—love and belonging, survival, power,
freedom, and fun—because of our genetic make-up.

Through this idea, Glasser argued that actions might alter if we ceased viewing external control as a
fundamental need that must be met. According to the view, external control causes the satisfaction
that comes from relationships to disappear and is the root of almost all individualised human issues.
We can genuinely choose to alter our conduct by being encouraging instead of accusatory,
supporting instead of judgmental, and listening rather than keep complaining.
According to Glassner, our understanding of particular axioms about our conduct is the foundation
for our capacity to adopt new caring habits. In this case, a proposition would be considered an axiom
if it could be established and subsequently accepted as true by supporting itself with evidence.
When seeking to change behaviour on a personal level, the Choice Theory of Behavior
Management's 10 distinctive tenets are put into practise.

1. We can only control one person's behaviour, and that is our own.
2. We can only provide facts to other people in an effort to try and change their behaviour,
leaving them free to make their own decisions.
3. Every persistent psychological condition that people are currently dealing with is a result
of relationship breakdowns.
4. Relationship problems are an ongoing aspect of contemporary life.
5. The things that have happened in the past have shaped who we are as people today. Even
while the lessons we've taken away from those experiences can only temporarily cover our
most basic requirements, they'll help us make plans for how to do so in the future.
 6. If we are able to meet the images in our Quality Worlds, we will also be able to meet our
immediate demands.
7. Humans only genuinely act, they do nothing else.
8. There are four elements that make up our behaviours. Before acting, we first think, then
feel. Fourth on the list of behavior's components is physiology.
9. Although we may choose our actions, we only truly have complete control over our
thoughts and behaviours. Depending on how we each choose to think and behave, people
can indirectly control their feelings and physiology.
10. An action that people can take is holistic behaviour.

C) Fred Jones Class management theory:

"Discipline is not punishment, it is teaching pupils how to act responsibly in diverse settings," says
Dr. Fred Jones.The goal of Fred Jones' classroom management strategy is to foster an atmosphere in
the classroom that is supportive of all students' learning. According to Jones, "preventing behaviour
problems from occurring is the best approach to handle them.

The foundation of a successful classroom management strategy is cutting down on squandered time
while instilling in students a sense of accountability, independence, and cooperation. It incorporates
rules, lessons, and appropriate classroom behaviour.

According to Dr. Jones, prevention is the key to effective classroom management through
constructive discipline. In order for kids to develop self-control, which results in excellent behaviour,
positive attitudes, and enjoyable learning experiences in the classroom, teachers must provide them
with support. The best way to handle behaviour issues, according to Jones, is to stop them before
they start.

Positive classroom management model

Jones created a program that is based on five clusters of teacher skills;

Skill cluster 1; Structure in the classroom to deter misbehaviour

• Classroom layout: Teachers must keep their physical separation from their students to a minimum.
According to Jones, teachers should continuously be moving around the classroom. To make it easier
for teachers to walk throughout the classroom, he advises establishing a "internal loop."

Jones advises that students should begin working as soon as they enter the classroom. Opening
Routines: Teachers must begin each class with the ringing of the bell which indicates he beginning of
the class and also the students should carry on with their work without having the teacher asking
them to do so.

• Other things include classroom rules and duties.

Skill cluster 2; Limit setting through nonverbal cues:

Jones asserts that discipline should be carried out through nonverbal means as opposed to verbal
means, which take up instructional time. Jones emphasises the significance of a teacher's body
language as a determinant of a student's good classroom behaviour. It's crucial for teachers to
maintain composure and set boundaries with their body language.

One method is; Physical proximity: By approaching a misbehaving student more closely, teachers can
put a halt to the behaviour, avoid verbal conflict, and continue teaching.

others consist of;

The right body stance, eye contact, and breathing.

“The ultimate goal of limit setting is to prompt students to get back to work” Jones.

Skill cluster 3; Using Say, See, Do Teaching; “Say, See, Do;

Another crucial tool for teachers is teaching. The lesson is organised into a succession of "speak, See,
Do" cycles, which encourage pupils to continuously learn through doing.

During a lesson, teachers must instruct students on what to do, demonstrate it to them, and then
have them really carry out the instruction before they forget it. This approach is repeated when the
professors brief the students on new material during the lesson.

The process looks like teacher input-> student output-> teacher input-> student output-> teacher
input-> student output.

Positive instructional support: Students are encouraged to finish assignments when teachers can
swiftly switch between students and efficiently deliver visual lesson plans. (VIP’s).

Skill cluster 4: Responsibility training through incentive systems;

Group incentives or awards are designed to encourage accountability, excellent conduct, and
productive work while also fostering student cooperation.

Preferred Activity Time (PAT): Teachers use PAT for educational games and enrichment activities.
Students can earn PAT for good behaviour or lose it for bad behaviour.

Backup plans: Jones advises setting up a backup plan as a last resort for unruly students.
Skill set 5: Providing efficient help to individual students such as efficient help through:

Minimising the number of times that each pupil is taught separately. Be upbeat, be succinct, and
leave, advises Jones.

• Be positive; go over kids' work for things they did correctly. Mention anything the student did
correctly in a pleasant way.

• Be succinct; prompt the pupils by pointing them toward the VIP chart or by assigning a specific
task.

• Be gone: Quickly leave the area.

In order to maximise student independence:

Room arrangement

Audio-visual guidance.

Reduce the quantity of assistance provided to specific students.

The Jones positive discipline approach places a focus on student motivation and constructive
rewards in order to improve teacher effectiveness and curb disruptive behaviour in the classroom.

D) B.F.Skinner’s theory of operant conditioning:

The theory of B.F. The foundation of Skinner is the notion that learning occurs when overt behaviour
changes. Behavior modifications are the result of a person's reaction to environmental events
(stimuli). A reaction results in a result, such defining a word, striking a ball, or figuring out a math
problem. An individual is trained to react when a specific Stimulus-Response (S-R) pattern is
reinforced (rewarded). Opportunistic conditioning differs from earlier versions of behaviourism (such
as connectionism and drive reduction) in that it allows an organism to produce its own reactions
rather than relying solely on stimuli from the environment.

The central concept of Skinner's S-R theory is reinforcement. Anything that amplifies the desired
response is a reinforcer.
It can come in the form of verbal praise, a good grade, or a sense of enhanced success or
contentment. In contrast to adversive stimuli, such as punishment, which cause responses to
decrease, negative reinforcers cause responses to rise in frequency when they are removed. This is
covered by the theory as well. Schedules of reinforcement (such as interval versus ratio) and their
impacts on developing and maintaining behaviour have received a lot of attention.

Consider, for instance, how the evolution of programmed instruction might be affected by the
implications of the reinforcement theory (Markle, 1969; Skinner, 1968)

1.Practice should take the form of question-and-answer sessions that gradually introduce the subject
to the student.

2.Make sure the student responds to each frame and gets rapid feedback.

3.Try to organise the questions' levels of difficulty so that the correct answer is always given,
providing reinforcement.

4.Make sure that secondary reinforcers like vocal praise, rewards, and high marks are used in
conjunction with effective lesson performance.

Principles:

1.Positive reinforcement encourages behaviour to continue, and intermittent reinforcement is

especially powerful.

2.To reinforce (or "shape") responses, information should be provided in small doses.

3.Secondary conditioning is produced when reinforcements generalise across related stimuli

(stimulus generalisation).

Classroom management techniques:

Make encouraging phone calls and letters.

Provide reinforcement and appreciation.

demonstrate positive behavior

Open-ended projects to be assigned Specify guidelines

Offer a variety of free alternatives available.

Give gifts generously

Gamify individual learning objectives

Resolve negative behavior immediately

Refrain from penalizing the class
Interact with the students
Think about peer education
Utilize educational technology that may be adjusted for each learner.
Make rules with the assistance of the pupils.
Give informal evaluations only two points.
Use body language and expressions to convey your approval or discontent ,ex; a stern look or a nod
of approval.
Have fun activities or celebrate your student’s growth once in a while.
Encourage participation
Stimulate interest in the topic
Authoritarian teacher;
Positive impact
 Students who prefer a calm setting are
supported.
 Students participate in well-planned
teacher-led lessons.
 The movements are planned and
directed if activities are being carried
out.
Indulgent teacher
Positive impact
 Student-centered classroom
 Environment for emotional and social
learning that is strong
 Respect between teachers and
students
 Everyone has access to levelled content
 The teacher considers the students'
learning preferences and styles.
Permissive teacher:
Negative impact
 Less participation of the students
 Students are typically instructed to
keep quiet and refrain from asking
many inquiries.
 Less flexibility reflects a lack of concern
for students' education.
 Less mobility and a fixed sitting
arrangement do not adequately
accommodate kinesthetic learners.
 There is no sense of community in the
class.
 It's not a friendly student–teacher
relationship.
Negative impact
 Poor classroom management
 All pupils find it difficult to learn in a
noisy setting.
 Students might not make the right
decisions.
 Due to the teacher's inability to
maintain discipline, some students may
lose faith in them.
 Even the best-planned activities fall
short due to inadequate delivery.
 Positive impact
Students are given the choice to learn at their
own speed.
Students are permitted to behave as they like.
Negative impact
 Fewer students participating
 Inappropriate emotional ambiance for
studying
 Some pupils might not voice their
worries or reservations
 Due to a lack of expectations
communication, students continue to
be confused.
 No one in the class is actually learning
anything.
 There is no accountability for students.
 Behavior problems in the classroom
 low academic achievement
 Ineffective student–teacher
relationships

Authoritative teacher:

Positive impact Negative impact

 The teacher is concerned with creating  The controlled environment may cause
a positive social and emotional learning some pupils to feel constrained.
environment.  There may not be many occasions for
 Debates and discussion sessions in the learners to voice their concerns.
classroom help students learn more  Some learners might not express their
effectively. uncertainties or worries.
 Students form wholesome connections
 The potential for students to express
themselves
 Students acquire communication skill
 Student progress is ensured by
constructive criticism
 Teachers are prepared to concentrate
on improving their pupils' behavior
because they care about it.

Reasons for indiscipline:

1. Diminished regard for the teacher as a result of the teacher's behaviour

2. Guidelines that are pertinent but vague and improperly articulated
3. There is an imbalance in the connection between students and teachers.
4. A lack of enthusiasm
5. Planning effectively to incorporate students
6. Absence of parental connection in a child's growth, particularly in the emotional and other
aspects.
7. Lack of rules at home may be the root cause of lack of discipline.
8. Too many restrictions at home/little breathing room
9. Seeking out attention
10. Being unable to communicate their feelings
 11. Changes to their environment and way of life
12. Rules are unknown to them.

The first aspect of teaching that a teacher must master in order to provide the best, most efficient
instruction is frequently referred to as classroom management. When it comes to educating pupils
and ensuring their safety, all teachers are held to the same standards. Teachers use a variety of
strategies, though, to meet these goals.

The four management styles are: Authoritarian, Authoritative, Permissive, and indulgent. They range
from the teacher having a lot of control and little student participation to the teacher having less
control and greater participation from the students.

Authoritarian:

The definition of authoritarian classroom management is a teacher who has complete control over
the environment. Students lack the freedom to participate actively and to respond. The teacher
continues to be in the spotlight and in charge of every aspect of the class. A pupil who has
disregarded the established regulations is probably going to face consequences. Most likely, this
teacher hasn't developed any bonds with their pupils. This fashion is not adaptable. It is quite
structured, perhaps even excessively so.

The authoritarian classroom management approach prevents students from choosing how they will
learn, collaborating with their peers, or participating actively in class. When they work cooperatively
with their peers and are engaged in their learning environment, most children flourish. Whether in a
virtual or physical classroom, it is crucial for students to feel accepted, heard, cared for, and safe.

Additionally crucial is for kids to get along well with their teachers. Kids don't learn from someone
they don't like, as the late, great Rita Pierson once stated. When a teacher does not allow
relationships to flourish, students to contribute and collaborate, and creates a “pins and needle”
setting, students will not reach their highest potential. Although structure has its advantages, having
too much control can be counterproductive and impede student development.

Furthermore, it is crucial for pupils to get along well with their teachers. Kids don't learn from
someone they don't like, as the late, great Rita Pierson once stated. Students won't achieve their full
potential when a teacher fosters a "pins and needle" environment, discourages collaboration and
allows relationships to form. Structure has its advantages, but exercising too much control can be
counterproductive and prevent students from developing. With high school pupils, you can use the
words carefree or indulgent. when teachers must treat pupils like adults.

Authoritative:

A balance between teacher control and student interaction characterises the authoritative
classroom management approach. In this kind of classroom, students are encouraged to cooperate
and engage while also following the rules. Although structure is there, it does not supplant student
liberty. The teacher respects the views of the students, especially when they have recommendations
for enhancing the classroom atmosphere.

An effective teacher cares about their pupils both inside and outside the classroom. In this
classroom, the students attain successful achievements. Students aren't afraid to take risks or
participate. As a result, kids excel and advance in all areas.
Permissive:

Low levels of control and involvement are present in the permissive classroom management style.
This kind of instructor neither wants nor is able to engage their students. This teacher has given up
and lacks the enthusiasm that characterises the majority of educators. Due to the teacher's lack of
organisation and planning, the pupils in this class are free to behave however they choose. Student
regulations are not imposed by permissive management. The teacher is largely absent and
occasionally lets the students' behaviour spiral out of control.

Low levels of involvement and control make it unlikely that kids will have successful educational
outcomes. The goal of teaching is to help pupils reach their full potential. They are there to support
their intellectual and social development. Low involvement is insufficient for this to occur. This
method of classroom management prevents students from benefiting from positive reinforcement,
individualised learning, structure, or academic collaboration with their peers.

Research has shown that each of these elements of a classroom setting is advantageous at all
educational levels. In my opinion, pupils cannot learn to the fullest extent possible in a classroom
where the instructor is not operating at or at least striving for their maximum level of performance.

Indulgent:

High levels of involvement but low levels of control are characteristics of the indulgent management
style in the classroom. Although the teacher allows students to express themselves freely, because
of the lack of control, the class is taken over by the pupils, and lectures frequently veer off course.
The students typically like the instructor who uses this approach. They view the teacher as a friend
since they feel at ease speaking with him or her. The indulgent instructor prepares lessons and
makes an effort to deliver them, but the lack of control prevents effective lesson delivery.
There are two ways to look at student results in this situation. When kids are comfortable talking to
and confiding in their instructor, it is beneficial. Children feel protected and have trust when they
like their teacher. Building relationships with children requires a combination of safety and trust.
Similarly, maintaining control over the pupils and the activities in the classroom is essential. In
command of their classes must be the teachers. That's lacking in this fashion.

Authoritarian style of management

Strengths Weaknesses

Sets strict limits and norms
Rules are expected to be obeyed
unquestioningly.
For instance, Mr. Zubair has
urged his students to bring iPads
to class since he dislikes it when
someone doesn't.
He takes away 10 mins from their
free period.
This style helps in producing students
who are ineffective at social interaction
For ex; Ms. Greta loves her students to
obey the regulations she has created for
them at the beginning of the school
year. And since they worry she won't
like it and they'll be in trouble, the kids
are afraid to raise questions or provide
their ideas on the subject

Gives positive reinforcements

when the student complies and
provides punishment when he
doesn’t.
In addition to rewarding pupils
with accolades like the "Student
of the Month" award, Mr. Zubair
also shows his appreciation for
them by enforcing tough
discipline on those who break the
rules.
Authoritative
Strengths
Rules are enforced through positive
relationships.
For ex:All of Ms. Bella's students'
names are familiar to her. In her first
class, she made it a point to get to
know each student. She gave them a
piece of paper and asked them to
write down the rules they believed
needed to be followed. By doing this,
she earned their trust and made it
clear that it was their obligation to
abide by the rules because it was
their choice.
There are consequences for rule
infringements
After discovering Dan and Jeffrey
fighting during the break, Ms. Bella
They are also inactive.
For eg:
For instance, grade 8 students are so
accustomed to being passive listeners
that they do not perceive it as natural to
be curious or exercise critical thought,
which results in a drop in grades.
This teaching method lacks freedom,
which makes the students
uncomfortable.
Everything is logic based but the teacher
does not explain the logic to the
students.
Although Ms. Greta is a fantastic teacher
and is dedicated to helping her kids
succeed, she does not feel it is important
to explain the rationale behind the rules
or involve them in the decision-making
process. As a result, there is a disconnect
between her and the pupils.
Weaknesses
One of the major problems with this
style of teaching is that it may create
a spirit of intimidation in the
classroom.
Maryam and Ayesha are not
particularly intelligent students, but
they are on edge due to the intense
competition, which is in good taste.
Despite this, they are afraid to ask any
questions or express any doubts they
may have because everyone else
seems to understand the material and
be in a good mood.
For some children, the intense
environment and stress brought on by
the high expectations don't auger well.
In such a setting, they are unable to
concentrate, perform well, or
called them to meet her in the contribute effectively.
classroom's area designated for
mediating disputes, where she
listened to their arguments. She
instructed them to shake hands first,
then to compliment one another and
make a commitment to become
friends. If the act happened again,
they would be warned about the
checklist and had to pay the price

Norms are made with the logic

behind it being explained to the
learners.

The learners tend to have high

levels of self-control and self-
esteem.

For ex: Dan and Jeffrey consult the

checklist whenever they feel like
breaking the rules because they are
aware that they got away with it and
won't face any repercussions.

They are independent, affective,

and adept at relationships between
equals.

For ex:Gigi and Cindy were

frequently seen glaring diabolically
at one another because of their stark
differences in viewpoint. They were
paired up for a project where they
had to produce a skit, and when they
worked together, they did fairly well.

Rewards are frequently used to

recognise and value positive
behaviour.

Permissive
 Strengths
Rules aren’t enforced.
The children in Mr. Murad's class
appear to be quite rowdy and make a
lot of noise because there aren't any
regulations in place by him..
Students are left to their own devices
Emotional well-being is laid emphasis
upon.
The reason Mr. Murad is well-liked by
his pupils is that he always lends an
ear to them and lets them take charge
of the session because his lessons are
typically student-centered. Due to his
concern for their sentiments, he
refrains from reprimanding or calling
them out.
Both consequences and punishment
are avoided
Carefree
Strengths
Students have complete freedom.
For instance, Ms. Tabby's class is
disorderly, with kids conversing
loudly, spilling water on the table,
and perusing the lesson notes. She
doesn't do anything because she
has assigned them jobs, and she
doesn't care to watch over or direct
them.
The attitude is very laidback.
Weaknesses
Poor behavior is rarely followed up
on.
The reason Mr. Murad is well-liked
by his pupils is that he always lends
an ear to them and lets them take
charge of the session because his
lessons are typically student-
centered. Due to his concern for
their sentiments, he refrains from
reprimanding or calling them out.
The learners do not learn to face
the obstacles since they are not
being challenged.
Mr. Murad frequently designs
lessons that are easy for the children
to understand. This is incorrect
because they are unprepared to
tackle any obstacle they encounter.
Weaknesses
The students have no sense of discipline
They have no control over their
behaviour as there is no code of
conduct in place.
They are disrespectful and insecure.
Roma and Christy argue and yell at one
another nonstop, fully aware that they
will just receive a warning at most.
They are irresponsible and do not value
personal efforts.
Priti and Sunil depart the classroom
without cleaning it up because their
teacher did not instruct them to do so.
They did not arrange the books they
had taken for reading in their
appropriate racks and piled up the
entire class with other school supplies.