"an understanding of the key concepts of a variety of classroom management theorists which will help you develop your own philosophy and techniques of classroom management."


B.F. SKINNNER • Proper immediate reinforcement strengthens the likelihood that appropriate behavior will be repeated. OPERANT CONDITIONING • Form of learning in which a response increases in frequency as a result of being followed by reinforcement & also called behavior modification .

and goals that students are expected to follow will promote a safe environment. . rules. Developing routines.Positive Reinforcement • consequence that brings about the increase of a behavior through the presentation (rather that the removal) of a stimulus. ROUTINES • Using Skinners theory in the classroom requires teachers to ensure students understand what is to be expected of them.

Rewarding students for following the rules or expectations promotes these students to continue positive behaviors. By only acknowledging or rewarding positive behaviors.REWARDS • skinner believed in reinforcing the positive behaviors. . those undesirable behaviors will stop or decrease.

" Students learn to do the right thing only if they receive the extrinsic reward.CRITIQUES • Some theorist believe that "rewards are counterproductive because they are extrinsic rather than internal motivations. . • Then there are those theorist that believe in punishment as an effective tool in behavior management and not just positive reinforcement.

WILLIAM GLASSER • helping people look to present conditions to find solutions to problems" • Education is the process through which we discover that learning adds quality to our lives • students have specific human needs and motives and should accept responsibility for their behavior .

and each person makes his own choices in everything they do. • there must be a closeness in relationship between the parents and teachers with the student in order to change misbehaviors .CHOICE THEORY • only person whose behavior we can control is our own.

clothing. breathing. personal safety and others) • Belonging/connecting/love • Power/significance/competence • Freedom • Fun/learning . shelter.EXTERNAL CONTROL • destroys human relationships and prevent individuals from getting along with each other 5 NEEDS • Survival (food.

QUALITY SCHOOL • helps students satisfy one or more psychological needs and adds quality to students' lives CRITIQUES • Some believe that it is too hard or time consuming to switch from operant conditioning/stimulus-response theories/behavior modification • Critique cultural and gender diversities do not allow for choice making or freedom .

. responsible. self-controlled.THOMAS GORDON • “who owns the problem” • Offers parents and teachers strategies for helping children become more self-reliant. and cooperative.

and they will have to accept responsibility for changing their behavior ACTIVE LISTENING • Teachers genuinely hear and understand the comments. PROBLEMS OWNERSHIP • problem rests with student. concerns and behaviours of students.DISCIPLINE AS SELF CONTROL • Responsibility for disciplines lies within the student who has to accept responsibility for changing their behavior. .

EMPHATHETIC UNDERSTANDING • learn about individual students and each one's specific needs. interest. and abilities I-MESSAGE • teachers express how they feel about the behavior or how it effects them .

ENVIRONMENT • create enviroments that allow students to be motivated and involved in the learning process WINNIG vs LOSING Use less rewards and punishments in order to not cause peer statuses that put students at higher or lower levels. . causing misbehaviors in the classroom.

SIX STEP PROCESS • define the problem • generate possible solutions • evaluate the solutions • decide the best solution • determine how to implement solution • assess how well it solved the problem .

instead teach and nurture discipline so students know how to control themselves .SELF – DISCIPLINE • discipline in the form of punishment produces misbehaviors.

change to decades old practices is difficult • difficult to implement theories to severe behavior that does provide time to think solutions through .CRITIQUES • Teachers have always relied on rewards and you-statements.