Documente Academic
Documente Profesional
Documente Cultură
DEFINITION
APPROACHES
THEORIES
Assumptions or
beliefs based on
theoretical
principles on
dealing with
instructional
behaviour, pupil
behaviour &
classroom
management
Principles that
provide the
foundation for
classroom
management
approaches &
strategies
Appropriate way to
manage a
classroom
Focuses on
psychological
aspects of human
behaviour &
interactions
between teachers
and pupils
MODELS
Specific strategies
& techniques used
to manage
instructional
behaviour &
student behaviour
in the classroo
Examples:
Authoritarian
approaches
( Canters Assertive
& Skinners
Behaviour
Modification
Models)
Socio-psychological
approaches (Kounin
& Jones Models)
Socio-cultural
approaches (Inner
discipline &
Discipline without
stress)
AUTHORITARIAN CLASSROOM
MANAGEMENT (POWER TYPES &
POWER BASES)
Teachers
have full
responsibili
ty for
regulating
the
classroom
Entirely in
power &
deal
forcefully &
quickly with
misbehavio
ur
Devise &
enforce
specific
rules to
control
pupil
behaviour
in the
classroom
Examples:
i) Skinners
Behaviour
Modificatio
n
ii) Jones
Positive
Classroom
Descipline
iii) Canters
Assertive
Discipline
SKINNERS BEHAVIOUR
MODIFICATION MODEL
Examples: Rewards
& negative
reinforcement
Effectiveness &
efficiency of
teachers behaviour
in getting pupils to
get involved in the
learning process
JONES
POSITIVE
CLASSRO
OM
DISCIPLIN
E
Teachers &
pupils have
rights in the
classroom
Teachers get
pupils to fully
comply to
rules without
violating the
interest of the
pupils
CANTERS
ASSERTIV
E
DISCIPLIN
E
Teachers set
clear rules of
behaviour &
expectations
& enforce
them clearly
through a
discipline
hierarchy of
consequences
Teachers have
to
communicate
needs &
requirement to
pupils clearly
& firmly &
respond with
appropriate
actions.
BEHAVIOUR MODIFICATION
Reinforcement
principles
3 types of
consequences:
-positive
reinforcement:
rewards, praises,
stickers & tokens
-negative
reinforcement: giving
pupils extra weekend
homework
2 levels of
punishments:
Punishment Iundesirable stimulus.
Exp: private
reprimand,isolation/t
rip to headmasters
office is given to
pupils who commit
undesirble actions
Punishment II-actions
of removing/with
holding a
desired/anticipated
positive stimulus.
Exp: pupils have free
time/be excluded
from some fun
activities as
watching movies
Use of tokens is a
reinforcement
system-pupils earn
tokens for their
academic
performance &
positive classroom
behaviours.
Learning
through social
interaction
between
teacher and
student
Higher learner
achievement
Developing
interpersonal or
intrapersonal
skills, social
competence
and empathy
GROUP
PROCESSES IN
THE
CLASSROOM/
A SOCIALPSYCHOLOGICA
L VIEW
Develop
positive
attitudes
toward school &
ESL teaching
and learning
High selfesteem in
pupils
Effective Teachers
Emotional tones
Pupils self concept
& motivational
satisfactions &
frustrations
Physical
movements, body
gestures, seating
patters & verbal
interactions
Leadership styles
Effective
communication
Levels of friendship
High expectations
Classroom norms
Managing conflict
Whithitness
Teacher's awareness of what is going on in all
parts of the classroom at all times or commonly
refer as "having eyes in the back of the head."
Exp:
Teacher
Overlapping
Movement Management
Notes:
Movement = pacing/momentum/transitions
physical movement of teacher or students in
the class
Group Focus
Technique
Function/Aim
Alerting
Ways to
measure
Advantages
Recordkeeping
Public
recognition
Skill testing
Written work.
When students
know that they
will be held
accountable for
their learning and
behavior and
teachers know
how each student
is progressing,
student
misbehavior
decreases.
Focusing the
Students become
more alert and
give more
attention during
the
lesson/activities
conducted by
Conclusion
LIMIT SETTING
Establishment of classroom
boundaries for appropriate
behaviour.
Limits should include the
formation of rule of behaviour,
descriptions of appropriate work
behaviour, procedures for
getting supplies and materials,
instruction on what to do when
stuck on seatwork and what to
do when finished with assigned
BODY LANGUAGE
Set of physical mannerisms that
tend to get pupils back to work,
the most effective of which are
physical proximity to pupils,
direct eye contact, body
position, facial expressions and
tone of voice.
INCENTIVE SYSTEMS
Can be used effectively to keep
pupils on task and to get them
to complete their work.
Examples: giving time to read,
use of educational games, etc
SOCIO-CULTURAL
Classroom consists of different pupils of a
different ethnic background and social
setting
Teacher should have these 5 expectations:
A teacher should recognize his/her own
ethnocentrism and biases
A teacher should know his/her pupils
cultural backgrounds
A teacher should understand the broader
social, economic and political context
Behaviour can be
shaped by systematic
application application
of reinforcement
Reinforcers can be
teacher praise, good
grades,stickers/appropr
iate vouchers
KEY IDEAS
Behaviour is shaped by its
consequences
Reinforcement (rewards) can shape
pupils behaviour in desired
directions
Behaviour becomes weaker if not
allowed by reinforcement
Behaviour is weakened by
punishment
Constant reinforcement
produces the best result in the
early stage of learning
Behaviour modification
successfully uses various types of
reinforcers
KEY IDEAS
Pupils are rational beings;
they dont control their own
behaviour; they choose to
act the way they do
Good choices produce good
behaviour and bad choices
produce bad behaviour
Reasonable consequences
should always follow pupils
behaviour
GLASSERS
VIEWS
ABOUT
DISCIPLINE
Good behaviour results
from good choices and
bad behaviour results
from bad choices
ACCORDING TO
GLASSER..
Pupils are capable
of understanding
what is generally
regarded as
acceptable school
behaviour & can
choose to behave
in acceptable ways
Teacher refuses to
accept excuses for
Teacher
bad behaviour.
encourages them
Instead, the
to acknowledge
teacher directs the
their behaviour &
pupils attention
evaluate on their
to more
behaviour
acceptable
behaviour
Emphasise
pupils
responsibili
ty
Establish
rules that
lead to
success
Be
persistent
TEACHERS
RESPONSIBIL
ITIES
Provide
reasonable
consequen
ces
Call for
value
judgement
Accept no
excuses
GORDONS MODEL
Importance of developing meaning & mutually
beneficial relationships
How pupils conflict can be resolved in a way
that will improve their relationships with their
teacher & peers
Rejects traditional models of reward &
punishment because they are based upon an
assertion of power & foster no intrinsic
motivation
KEY IDEAS
AUTHORITY
PROBLEM-OWNERSHIP
BEHAVIOUR WINDOW
I MESSAGES
YOU MESSAGES
CONFRONTATIVE I MESSAGES
SHIFTING GEARS
WIN-LOSE CONFLICT RESOLUTION
NO-LOSE CONFLICT RESOLUTION
DOOR OPENERS
ACTIVE LISTENING
VALUES COLLISIONS
Pupil compliance is
imperative in creating
& maintaining an
effective & efficient
learning environment
No pupil should
prevent you from
teaching or keep
another pupil from
learning
Rewards &
punishments
are effective
Teacher creates
an optimal
learning
environment
Teachers are
assertive
KEY
IDE
AS
Teacher apply
rules & enforce
consequences
consistently
without
bias/discriminati
on
THEORIES OF DEMOCRATIC
TEACHING
Every action of the pupils is grounded in the idea
that he is seeking his place in the group.
A well-adjusted pupil will conform to the requirement
of the group by making valuable contributions.
A pupil who misbehaves will defy the needs of the
group situation in order to maintain social status.
By doing so, the pupil believes that this is the only
way he/she can function within the group dynamic
successfully.
his goal may occasionally vary or seek revenge at
another (Dreikurs,1968)
THEORIES OF INSTRUCTIONAL
MANAGEMENT: JACOB KOUNIN
Important because without some
idea on how to control the pupils in
an ESL classroom there will be chaos.
The most important aspect of
teaching pupils is classroom
management.
THEORIES OF CONGRUENT
COMMUNICATION: HAIM GINOTT
Effective classroom
management depends a lot
on the way in which the
teacher interacts with
students
Congruent communication is
open, harmonious with
pupils feelings about
themselves and their
situations and without
sarcasm
THEORIES OF CONGRUENT
COMMUNICATION: HAIM GINOTT
Congruent communication
sends sane messages about
a situation that involves a
pupil, but not the personality
or character of the pupil