Approaches

Behaviouris
m
A behavioural learning theory that promotes the use of rewards and punishments to modify
behaviour (Manolev, Sullivan & Slee, 2018)

Focuses on the observable. Sees the environment (and teacher changes to the environment) as key
to viewed behaviour. (Bronfenbrenner’s Ecological model – strongly at play here) (McEwan,
Gathercoal & Nimmo, 1999)

Authoritarian style on Porter continuum – Teacher has most of the power, the student very little
power.

Criticism: Long term affect on student’s through shaming of punishments, and the forming of
negative identities on students who consistently get punished. Rewarding can undermine intrinsic
motivation and compromise self regulation (Manolev, Sullivan & Slee, 2018)

Example: Class Dojo

Theorists: Canter, Skinner and Jones.

Social
Justice
A reactionary theory that promotes the reparation of any damage caused to relationships between
students. Based on the theory that all humans can change their behaviour (Norcross, 2010).

Focusses on common principles: Rights of individuals to be treated justly (fairness and justice) and
restoration of relationships.

Liberal style on Porter’s continuum – Teacher has a little control, but focus on change of student
gives the student more power than the teacher.

Criticism: Student must be willing to change, amount of time it takes to negotiate the process.
Assumes competence in being able to understand the impact of behaviour.

Example: Restorative Justice, circle of wellbeing, Responsible thinking process.

Theorists: Gordon, Kohn, Coloroso, Rogers C.

Psychoeduca
tional
A theory based on humanist theories. (Maslow, Rogers). Welfare is prioritised. Student
needs/wants/aspirations considered. Views humans as essentially good, able to make suitable
choices and can set own goals with autonomy.

Teachers Role is to create a positive learning environment which best suits the students to meet
their goals.

Authoritative/Democratic style on Porter’s continuum – Teachers and students have equal power.
Teachers lead rather than dominate.

Criticism: Goal theory takes time and great deal of effort for teachers to understand the mistaken
goal of behaviour, to avoid reaction to that goal in the obvious way, and react differently to avoid
the mistaken goal.

Examples: Choice Theory, Goal Theory

Theorists: Adler, Dreikurs, Glasser

Cognitive
A theory born from the dissatisfaction of the Behaviourist approach. Based on the theory
that people think about what they do before they act. It aims to convert the process of
thinking, perceiving, imagining. Incorporates both observable (actions) and unobservable
(thinking) aspects of behaviour.
Teacher’s role is person centred and as a counsellor. Requires strong skills of listening to
reconstruct student thinking.
Authoritarian on Porter’s power structure. But less authoritarian than Behaviourist
approach. Interventionist but both reactive and proactive in nature because the need is
observed and intervention applied but aims to give student autonomy in the future.
Criticism: Time consuming, skills of counselling needed.
Examples: CBT, Stop think do, Talk sense to yourself, Rational Emotive Behaviour Therapy.
Theorists: Canter, Ellis, Peterson