My Classroom Management Observations

My previous teachers are the reason why I am pursuing a career in education. Some of
my teachers were absolutely amazing and drove my decision to become a role model in the
community, just like them. Others, however, were not the best and drove my decision to
become a respectable adult in students lives and push them to become their best. As a
student, I dreaded having young teachers. I appreciated the veteran teachers, as they always
had control of their classrooms. I always felt that younger teachers were too busy making sure
they were well liked by their students.
In elementary school, I encountered numerous classroom management philosophies. In
general, teachers would turn off the lights to get our attention. This was an effective cue for
students to quiet down. We also had to write our names on the board to stay in for recess in
increments of ten minutes. Once, my name was on the board on conference night; I dont think
I talked out of turn again that year. When classroom volume became too loud, teachers would
begin to talk softly, almost at a whisper. Once all of the students realized that the teacher was
talking, everyone tried to focus on what he or she was saying lowering the volume and getting
the students attention.
Students that had habitual misbehavior in the classrooms had behavior plans; these
were individualized to meet the needs of each student. One of my most important observations
was: well respected teachers never had to beg students for their attention. Mrs. Huling is my
first teacher that came to mind. She was a great teacher, but you never wanted to get on her
bad side, although, looking back, Im not sure she even had a bad side. Mr. Hansen mastered
the art of teaching, although he never seemed to have a method to his madness. That is, until I

completed a work study with him. His classroom management involved yelling, but he never
yelled at a student. He was funny, down to earth, and well respected. His loudness was
definitely an attention grabber. When you walk into a classroom and the teacher begins to yell,
he has everyones attention instantly.
Classroom Management Theories/Theorists
Rudolf Dreikurs

Dreikurs believed that we act on our own biases (what we believe the
world to be); our behavior is a result of our individual purpose. All of our
choices are subjective. As human beings, we all have an inner drive to
belong and be accepted. When someone (a student) is unaccepted,
misbehavior begins. Its ones way to find his or her place and gain status.
There are four types of motivation: attention getting, power and control,
revenge, and helplessness or inadequacy.
http://users.metu.edu.tr/e133376/project/The%20Social%20Discipline%
20Model%20of%20Rudolf%20Dreikurs.htm

Alfie Kohn

Kohn believed that discipline was the issue, not the solution. He
continued that the problem wasnt his students, but the relevance of his
lessons and textbooks. He worked to create a classroom community.
Students should be pushed to reflect on the type of person they want to
be and the type of classroom they want to participate in. In order to
accomplish this, he felt that educators should work with them, and not
do things for them. Kohn wrote that its important to help kids grow into
good people and learners; we should create a democratic classroom.
http://www.alfiekohn.org/article/discipline-problem-solution/

William Glasser

Created Reality Therapy, which helps students connect behavior and

consequence. Five basic needs drive classroom misbehavior: power,
love/belonging, freedom, fun, and survival. Teachers must determine the
need of the student, in order to stop or correct misbehavior. In order to
accomplish this, educators should step out of the controller mode and
become a collaborator and motivator. If a student has control over his or
her own education, they can only blame themselves.
http://www.incredibleart.org/links/toolbox/discipline3.html

Thomas Gordon

Gordon focused on guiding students to become self-reliant. Teachers

should lose the role of dictator of the classroom; rather, there should be
democracy in the classroom. Problem-ownership focuses on who the
problem belongs to. If a students behavior only affects the students self,
then the problem belongs to the student. If the problem affects the class,
the teacher now owns the problem, and must find a way to rectify the
problem. Further, Gordon implements the use of I-Messages (expressing
how the behavior makes the teacher feel). Students should be involved in
classroom decision making.
http://web.calstatela.edu/faculty/jshindl/cm/gordonabstract415.htm

Haim Ginott

Ginott believed that behavior needs to be corrected, but a childs

emotion and wellbeing must be protected. Classrooms should be
handled as a whole, not on individual basis. I-Statements should be used
to express the teachers feelings. Congruent Communication should be
used, which is a way to use non-aggressive communication. Learning
happens in the moment, so previous behaviors should not be held
against the student. Students should never be belittled. Teachers should
model acceptable behavior; further, teachers should give students
dignity to improve behavior.
http://www.elearnportal.com/courses/education/classroommanagement-and-discipline/classroom-management-and-disciplinediscipline-theorists-part-three

Burrhus Frederic
Skinner

B.F. Skinner believed that reinforcing appropriate/desired behavior

positively will change the students behavior. Further, punishment or
negative reinforcement is used to decrease an unwanted behavior. The
more times a desired behavior is positively reinforced, the quicker an
undesired behavior becomes extinct, and the desired behavior is shown
more often. To change behavior in the classroom, teachers should
provide frequent feedback and positive reinforcement frequently.
Ignoring a behavior (for example tardiness) will extinguish the behavior.
http://www.simplypsychology.org/operant-conditioning.html

Jacob Kounin

Kounin described the ripple effect as correcting one students

misbehavior positively affecting the other students in the classroom.
Further, identifying the misbehavior to the class and providing reasons
why its unacceptable will increase the effectiveness. Kounin also coined
the term withitness: the teacher being aware of the happenings in the
classroom at all times. Overlapping goes along with this same concept;
teachers should be able to multitask in the classroom (give instructions
to one group, while monitoring another). Momentum of a lesson is
crucial; a lesson should pull students along.
http://www.elearnportal.com/courses/education/classroommanagement-and-discipline/classroom-management-and-disciplinediscipline-theorists

Fred Jones

Jones is a believer in positive classroom management. He defines

classroom management as, the business of enforcing classroom
standards and building patterns of cooperation to maximize learning and
minimize disruptions. Teachers should model acceptable behavior. In
order for a student to respect the teacher, the teacher must respect the
student. Do as I say, not as I do does not work in the classroom.
Teachers must lead by example. Classroom layout can be crucial; too
much time is lost due to transitions and disruptions.
http://users.metu.edu.tr/e133376/project/The%20Positive%20Discipline
%20Model.htm

Lee Canter

Canter developed assertive discipline. An assertive teacher reacts to

undesired behaviors/situations quickly and confidently. Consistency and
directness allow teachers to run a firm, teacher-in-charge classroom.
Society requires citizens to show appropriate behavior, developing this in
the classroom will set them up for success. Further, teachers should build
positive, trusting relationships with their students. Educators should be
demanding, yet warm.
http://www.behavioradvisor.com/AssertiveDiscipline.html

Harry and
Rosemary Wong

Drs. Wong believed that the problem with ineffective teaching was not
knowing the difference between classroom management and classroom
discipline. Run the classroom as a grocery store or business; a store does
not have rules posted on the door describing how to behave. Students do
not learn when discipline occurs. Consequences and punishments are not
effective management tools. Have procedures in the classrooms that are
routinely completed by the students; they should do them automatically.
http://www.teachers.net/wong/OCT05/
Experienced Theories

Reflecting back on my K-12 years, there are several philosophies my previous teachers
followed. While researching Lee Canter, my previous teacher Mr. Bormann came to mind. He
was the classroom dictator a teacher-in-charge classroom. This is not an effective learning
environment. More discipline occurred than teaching. I was either embarrassed from a
punishment or worried about being punished, leaving little energy given to learning. On the
other hand, Mrs. Rickords and Mrs. Huling followed the theories of Drs. Wong. Their classrooms
were a perfect mix of routine and attention getting. I knew walking in what to expect at the
introduction of the lesson and the conclusion, but the middle was always a surprise. Knowing
this, I always looked forward to their classes. Mr. Hansen is a perfect example for Kounins
withitness. He knew everything that was going on. As an upper science teacher, labs were
always exciting, but also required major planning and caution.
My Future Classroom Theories
As a routine person, I think I will gravitate towards Drs. Wong philosophies of routine
and classroom management. To an extent, I want my students to anticipate what they will be
completing in the classroom, with a hint of surprise. As a student, I enjoyed walking into a
classroom, and beginning an activity right away, without being given directions. Further, I am

not a fan of punishments. As described in the previous paragraph, I did not learn well under
those conditions. As a whole, I think that statement stands true. As a science minded person,
things should happen in a logical order. For example, we learn foundational information in a
lesson, then we experiment! I enjoy learning by doing, as long as there is ample foundational
information.
Jacob Kounin is another theorist I side with. As an educator, I believe it is important to
show withitness. Teachers are responsible for twenty or more students at all times of the day;
as a science teacher, who plans to teach with labs, this quality to paramount. At all times, I
must know what it occurring in my classroom. Further, students know when a teacher is with
it. When students are aware of this, they know what they can and cannot do in the classroom
without being caught. Kounin also discussed the importance of momentum in a lesson. As a
science teacher, I believe that I have an advantage; my lesson build to hands-on, interactive lab
activity. These types of lessons tend to carry enough momentum to keeps students engaged.
Haim Ginott discussed the importance of teachers modeling acceptable behavior. The
first connection that comes to mind is Vygotskys method of modeling. Students learn by
example; as a teacher, you are a role model. To put it simply, practice what you preach.
Congruent communication is also an agreeable topic. Educators should use I-messages. In order
to show respect for your students, you should be able to express how they make you feel. Let
them know you are there for them, respect them, believe in them. Once students realize this,
they should respect the teacher more. All classrooms must operate as a unit. All individual parts
must be working, in order to reach success. With this being said, classroom behavior must be
addressed as a whole with all classroom management strategies.