Democratic Teaching

Rudolf Dreikurs
G.O 1 G.O 3
-Democratic classrooms and teaching
styles.
-Mutual respect motivates students to
behave constructively. This occurs
out of their heightened sense of
social interest.
-Three types of teachers: autocratic
(harsh boss), permissive (uninvolved
and no expectations), and democratic
(support internal motivation and
responsibility).
-Students who do not feel a sense of
belonging will resort to: attention
gaining, power seeking, revenge, or
displaying inadequacy.
-Praise supports completion.
-Encouragement supports the
process.
-Logical consequences produce better
results than punishment.

Instructional Management
Jacob Kounin
G.O 1 G.O 3
-There is a difference between wellrun
and ill-run rooms and it is
instructional management.
-Withitness means the teacher
knows what is going on at all times in
the classroom.
-Momentum keeps the students
engaged and on track with their
material.
-Lesson presentation should be
smooth to keep students engaged.
-Students may experience satiation
when they have been overexposed to
a certain topic or strategy.
-Provide students with enjoyable and
challenging lessons.
-Art classes allow students to work in
small groups and as a large group to
support social group belonging.
-Social groups can take place in art
criticism, aesthetics, and production.
-Allow time for each of these.
-Encourage students who seem
discouraged in the process of a
product, rather than praising them for
their completion.
-In group critiques, ask about process
rather than focusing on the final
product by itself.
-In an art classroom, withitness is very
important because there are
tools/materials that could be
dangerous to the students. By
constantly scanning the classroom
and knowing what students are doing
at all times, I can avoid potential
safety issues or inattentiveness.
-Art production is a great time to move
throughout the classroom and make
sure everyone is on task and
understands the material.
-When transitioning from art history to
art criticism, students should know
what they should be doing at all
times. This will keep the momentum
in the lesson.
-Enjoyable and challenging lessons go
hand in hand with art class. I can give
my students a questionnaire and ask
them what challenges them the most
and what they want to learn about.
-Does not address serious behaviour
problem
-Does not indicate how to handle threats
-Students do not take responsibility for their
behaviours
-Designed only to handle daily routine
classroom management problems
Assertive Discipline
Lee & Marlene Canter
G.O 1 G.O 3
Assertive discipline
-Utilize administration and parent
support in discipline.
-Evenly administer consequences.
-Students have the right to learn.
-Teachers have a right to
uninterrupted teaching.
-Three types of teachershostile,
non-assertive, and assertive.
-Respect and trust are vital in a
classroom.
-This is the classroom management
plan that I am most familiar with. I will
probably use most of these strategies
in the classroom.
-When a student breaks a
consequence, I will point out what
rule they broke, how they broke it,
and the consequences.
-Proximity to the student will help
bevaioral issues in the art classroom.

Will motivate students to behave
appropriately.
Reduces problem behaviors.
Helps to build relationships with
students.
Increases students self-esteem.

According to Canter, there are only three types of teachers:
non assertive, hostile, and assertive; there is no other type of
discipline system
Canters work of research to create this method has no
references or citations listed
Canters research to develop the program was with children
with special needs. Canter assumes that the system will work
with all students.
"although the system is woefully short on hard research data
to justify some of its contentions, Assertive Discipline has
made a positive contribution to literally thousands of teachers
and school systems.
Rules and consequences are determined by an authority
figure and students are told they can choose to obey or not.