Major Classroom Management Theories - Literature review Example

Heading: Classroom Management Your name: Course name: Professors’ name: Date Introduction This paper addresses the philosophical beliefs on the learners’ needs, how they learn and various causes of behavior among them. In addition, the paper focuses on the various discipline interventions and outcomes, and the children’s ability to conduct self-management. Besides, the paper explores the teachers’ role in classroom management, and their place in the instruction. In its second part, the paper discusses various broad theoretical groups that are applicable in classroom management. Here, some of the major elements of the available classroom management are discussed in support of the philosophical beliefs discussed in part one. The third part of the paper focuses on the practical application on of the theories and philosophies in class. Most important, it outlines certain practical steps that are used in the implementation of code of conduct, rules, routines, procedures and classroom layout. Lastly, the paper provides a critical reflection on the prevention of meltdowns among learners. Major classroom management theories Classroom management is vital for learner’s effective teaching and learning process. Instructors should, therefore, plan their classrooms in such a way that all the learners’ needs are effectively met. There are various theories that instructors ought to apply in managing their classrooms. Each of these models has its share of advantages and disadvantages when used in classroom management. The successful teaching and learning process of teachers lies on their ability to chose and apply the right theory in the classroom management (Young, 2010, pp. 45-48). This implies that they ought to foresee and prevent problems, facilitate suitable behaviors, and address problem behaviors as essential. Some of the theories used in classroom management are discussed below. To start with, teachers can apply B.F Skinner’s behaviorism theory in the management of classroom in order to facilitate desirable behaviors among the children. The theory posits that instructors should apply operant conditioning in order cultivate the acceptable behavior results in their learners (Gregory& Ripski, 2008, pp. 20-30). Skinner’s model offers theoretical assistance behind some practices, such as, behavioral Intervention Plans. Bolkan & Goodboy (2009, pp. 7-10) argue that this involves promises made to students who display the right behavior in exchange of rewards, points, and stars. Besides, the use of rules by instructors also plays a key role in the negative reinforcement. This is achieved through punishment of undesirable behavior and reward of the desirable one (Jordan, Sinclair & Szabo, 2010, 12-15). Secondly, instructors can use choice theory in order to attain efficient classroom management. This is a model attributed to Glasser, and was initially referred to as control theory. In his theory, Glasser emphasizes the need for all learners to control their behaviors. Here, he clarifies that the instructors’ role is merely to guide them in order to reflect their behaviors and explore the possible reasons for them. Moreover, Kelly (2002, pp. 7-9) maintains that the theory advocates for reflection, discussion, and the making of amends instead of simple punishments and rewards. Besides, the theory is tailor made to aid learners comprehend inspirations behind their behaviors in order to make their own choices (Bateman, 2008, pp. 6-8). Student-Directed Learning theory is also of utmost significance in effective classroom management. This is a new and famous classroom management model propounded by Alfie Kohn (Mithaug, 2003, pp. 45-56). In his theory, he focuses on a democratic classroom whereby classroom management is placed on the learners’ hands. Furthermore, the theory emphasizes on the need for teachers to allow learners to focus on topics of their own interest, rather than imposing on them (Lannie & Mccurdy, 2007, pp.4-8). He argues that teaching them basing on standards or tests is an ineffective way helping learners. In fact, the theory concurs with both Vygotsky’s and Piaget’s models by offering learners responsibility and control over their own learning process, with the teacher as a mere facilitator (Zaknich, 2005, pp. 73-77). Assertive Discipline theory is also highly indispensable in teachers’ classroom management. This is a model established by Lee Canter, and it posits that recognition of positive is an appropriate way of encouraging discipline among learners (Lannie &. Mccurdy (2007, pp. 4-8). In order to achieve this, it is imperative that teachers should communicate their expectations to their learners. More so, they should expect their compliance as well as noting those that fail to comply. It also proposes that instructors ought to redirect students that do not meet their expectations. By using this theory, instructors can teach learners without distractions, and students can learn without interference (Lannie & Mccurdy, 2007, pp.4-8). Philosophy Nature of children According to Kohn (2011, pp. 23-34), many people believe that children are chaotic without the guidance and control of teachers in the classroom. This assertion, therefore, justifies the need for teachers’ control in classroom management. There are also beliefs that children and all human beings cannot achieve anything valuable without a considerable regulation and guidance. This also implies that learners require a well-defined structure of their work and external control, with which, they cannot efficiently learn, or act modestly in class. Moreover, children ought to be told what exactly their instructors require from them. Therefore, instructors should not merely tell them about the behavior that they should display. Instead, they should guide them on how to display the desired behavior from them (Haydon & Scott, 2008, pp. 14-18). This implies that learners need clear, sufficient guidelines and instructions on how to behave appropriately. In fact, this calls for occasional punishment as way of facilitating the desired behavior among them. Kohn (2011, pp. 23-34) further says that children are also highly sensitive to both positive and negative reinforcement. This means that learners ought to be rewarded in order to keep up the desirable behavior they have displayed. Therefore, children only tend to display acceptable behaviors when they receive praise and rewards for the instructors or adults (Pricer, 2008, pp. 15-17). For instance, in order to cultivate kindness, generosity, and handwork among children, teachers should reward them whenever they notice these in them. Some of these positive attributes should be rewarded verbally, while others materially. Besides, just like other human beings, children have dark nature, in which immorality rests. This is based on the assumption that human beings are always at war with one another. They are also their social norms; their reason and selfish, unpleasant, and aggressive desires. In addition, Crothers & Kolbert (2008, pp. 21-23) argue that children like other human beings have extremely strong desires that consistently aim at overpowering them. The knowledge of the aforementioned natural traits among children is critical for instructors that are aimed at attaining an effective classroom management. Causes of behavior There are a number of factors that cause behavior among young children. One of them is the low self-esteem, whereby a child lowly regards himself in comparison with other children. In addition, Mayer (2001, pp. 45-56) postulates that undesirable behavior among young children can be stimulated by the stress and frustrations, especially when they fail to get what they wanted for the parents or peers. Mostly, many children would react to these factors by refusing to take their duties or complete their assignments in class (Kennedy, 2002, pp.34-40). Others respond to them by physical violence on their friends and lack of cooperation in class. Additionally, negative behavior among children is caused by media, such as, video games and television programs that they accessed to at their homes (Feeney & Ylvisaker, 2008, 20-24). This is because some of the games and programs are violent, or based on immoral themes, such as, fighting and violence. As a result, they tend to develop aggressive behavior which is transferred to the classroom. Furthermore, Gunter, Charlton, Coles & Panting, (2000, pp. 25-27) say that some aggressive and violent children might have picked their behaviors from violent communities or families where parents or siblings are always fighting. It can also be aggravated by peer pressure, especially when they spend much time with them. Besides, emotional problems are among the causative factors of irresponsible behavior among children in classroom. Temperament is another possible cause of undesirable behavior of learners in classroom (Davis, Rea & Waite, 2006, pp. 32-34). Moreover, children are likely to develop negative behavior because of lack of communication among them and the instructors or parents. In addition, lack of problem solving skills also stimulates irresponsible behavior among children because it leads to stress and frustrations. According to Thornton (2009, pp.15-17), abuse is another possible factor that facilitates the development of negative behavior among children in class. For instance, if they are abused by adults, teachers or their peers, children tend to fight back displaying unacceptable behavior among them. Outcome and intention of discipline interventions In the correction of the undesirable behaviors among children, it is vital that teachers devise effective discipline measures with proper intentions and outcome on the behavior (Moore, 2000, pp. 13-17). To begin with, reinforcement is one of the effective ways of correcting negative behavior among learners in the classroom. Nevertheless, it has to be administered timely in order to decrease the anti-social and promote pro-social behavior among children. Some of the ways of reinforcing learner’s behaviors include tangible and verbal recognition (Haydon & Scott, 2008, pp. 14-18). Besides, emphasis on social reinforcement is instrumental in the children’s positive behavior development. This entails smiles, gestures, feedback, teacher praise, and positive statements, such as, ‘good job’ (Moore, 2000, pp. 13-17). On the other hand, instructors can apply punishment on the children, which includes withdrawal of concrete recognition. This is influential in discouraging negative behavior of the children. Communication of high and desirable expectation is another available disciplinary intervention measure of correcting negative behavior among children (Haydon & Scott 2008, pp. 14-18). Its outcome is to encourage children to work towards achieving the expected behavior in class. In addition, instructors can provide certain guidelines that help in the building of substitute pro social reactions and skills in place of the inappropriate behaviors. According to Putney (2011, pp. 8-10), teachers can also combine both reinforcement and punishment in the children’s development of positive behaviors. With the aforementioned facts, teachers can achieve their objectives of developing positive behavior among the children. Degree of control in classroom management This is based on the control theory that was propounded by William Glasser, and it states that behavior is not facilitated by a reaction to the external stimulus (Young, 2010, pp. 45-48). On contrast, the theory postulates that behavior is stimulated by an individual’s needs and desires at a particular time, for example, people need power, love, survival and freedom. According to the theory, human beings tend to control their behaviors in order to maximize their satisfaction of needs. Furthermore, it clarifies that children that are not motivated to handle their schoolwork because they view it as an irrelevant to human needs (Young, 2010, pp. 45-48). There are certain types of instructors in classroom management. On one hand, there are boss teachers who apply punishment ad rewards as means of controlling the learners to comply with the regulations and complete their classroom assignments (Putney 2011, pp. 8-10). According to the theory, there are many learners that recognize that their work is poor, even if the teacher praises it. On the other hand, there are lead teachers that avoid coercion as much as possible. Instead, they clarify their intentions of intrinsic rewards to the children (Jones, 2002, pp. 32-34). Such instructors also grades temporarily as indicators of what has or has not been achieved (Moore, 2000, 13-17). Moreover, these instructors always protect the deeply motivated, engaged learners who do quality work from having to carry out nonsensical requirements. Role of teacher According to Clement (2010, pp. 56-61), teachers are managers in any classroom, and thus, have various duties. One of them is to make wise decisions about the appropriate instructional plan to be used in class. In addition, Putney (2011, pp. 8-10) posits that teachers have a responsibility of designing classroom curricula that enhance student learning. Besides, they are also required effectively employ classroom management strategies in order to achieve their objectives (Jones, 2002, pp. 32-34). Some of the strategies used in classroom include cooperative learning, homework and graphic organizers. Effective teachers know that they ought to employ the techniques according to the nature of the children in order to efficiently meet their needs (Kathleen & Allen, 2010, pp. 15-20). Place of instruction Instruction is one of the fundamental classroom elements in classroom management. Instructors ought to develop instruction that is instrumental in meeting the learners’ needs. The kind of instruction also determines the type of teaching strategies used in class, and the learners’ entry behavior to a certain level. One of the effective instructions used in classroom management is the Differentiated Instruction (DI) (Allen, 2010, pp.23-25). This entails the teaching with children in mind, rather than using standardized method in the teaching and learning process. It is a responsive teaching that provides the learner with a variety of ways of accessing instruction, curriculum, and assessment. It also allows the children an opportunity of interacting and participating in classroom in a rich manner (Moore, 2000, pp. 13-17). Theory In the effective management of classroom management, it is imperative that the instructors use some theories that are available. Some of the theories that are applicable in this situation include behaviorism, choice theory, Student-Directed Learning and Assertive Discipline theory. To begin with, Sapp (2004, pp. 67-70) argues that for effective modification of behavior, teachers should employ the behaviorist theory that was proposed by B.F Skinner. This is a model that aims at modifying the learners’ behavior through reinforcement and punishment (Jaworski, W. (2011, pp. 78-83). Its major elements involve rewarding response through reinforcement and associations of stimulus response on the subjects. This theory emphasizes that behavior is guided by a stimulus. Taylor & Nixon (2004, pp. 67-68) says that instructors can employ the behaviorism strategies in order to produce the acceptable behavior among the learners. In relation to the philosophical facts about the nature of children, the theory is influential in the modification of behavior (Harrison & Dye, 2008, pp. 34-38). In the case of the assertive discipline theory as established by Lee Canter, there is an element of recognizing children’s efforts and behaviors in order to enhance the pro social responses (Campbell, 2004, pp. 45-50). The instructors ought to inform the children about their expectations; expect their compliance with the rules and regulations of the classroom. In addition, Feltham, & Horton (2005, pp. 26-30) propose that they should notice the students with the undesirable behaviors in order to redirect them to the acceptable one. Philosophically, teacher’s role is to control the learners’ behavior to a certain degree (Littlejohn & Foss, 2009, pp. 25-17). Therefore, the theory allows the teacher to teach the teachers to teach learners freely without any distraction. In addition, Allingham (2002, 37-39) says that the choice theory has elements that match some of the aforementioned philosophies. In relation to the teacher’s role in class, there is need for every instructor to direct the learners in the reflection of their behaviors and exploration of their causes (Gaertner, 2009, 111-114). Therefore, this theory is appropriate in the achievement of an effective classroom management. It is also connected to the philosophies in that it allows the learners an opportunity to realize the stimulation of their behaviors (Ming-Tak & Wai-Shing, 2008, pp. 25-30). What is more, the self-directed learning theory also has elements that fit the philosophy discussed below. Here, the theory justifies the nature of children to do things that please them, rather than having things imposed on them (Stone, 2005, 56-57). Therefore, the model is helpful in guiding teachers on how to handle learners’ behaviors in order to meet their needs. Practice In the classroom, the above theories and philosophy is seen in action. To start with, Erwin (2004, 35-45) argues that instructors should arrange the classroom in such a way that it is attractive and appealing to the learners. The desks and tables should be organized according to the tasks that the students are handling at a given time. Instructors should decorate the classroom with posters, bulletin boards, plants, rugs, art, and even cozy pillows (Armstrong, 2009, pp. 56-60). In addition, a classroom should have adequate space for easy movement of the learners and the teacher. They should also place various materials at easily accessible places in order to reduce distractions, delays, confusions when learners are preparing for tasks. Tauber (2007, pp.18-23) asserts that the classroom arrangement should enable learners collaborate and interact in order to build their social skills. Some of the students’ procedures include entering class, sharpening pencils, asking for assistance, working with classmates, passing in or out papers, marking papers, transitions, and dismissal (Abadinsky (2011, pp. 78-89). Among teachers, they involve greeting learners, starting instruction, signaling them for attention, giving them instructions, providing them with feedback, and marking of their assignments (Tomlinson & Imbeau (2010, pp. 123-125). The teacher should make learners familiar with these procedures so as to save time and improve their organizational skills. There is also a need for an effective lesson plan in classroom management. The most appropriate one, in this case, is the 7 step lesson plan (Young, 2003, pp. 34-45). This comprises of the statement of objective, introduction of the new material, directed practice, independent practice, supplementary and alternate tasks, and evaluation (Marzano & Brown, 2009, pp. 74-78). Some of the applicable instructional techniques include cooperative learning, graphic organizations, and home work, and scaffolding activities. In the parent communication, Banach (2007, pp. 90-95) asserts that instructors can use family bulletin boards, weekly work folder, use of phones, monthly meetings, use of report cards, and greeting parents when they are dropping or picking children in school. Evertson and Weinstein (2006, pp. 87-90) postulates that in order to meet all the learners’ needs, teachers should consider those learners with diverse needs and treat them accordingly. For example, there are slow-learners, fast learners, know-it-all learners, and those with learning disabilities (Friend, 2008, pp. 56-62). Teachers’ effectiveness is, thus, measured by their ability to meet each of the learners’ needs. Besides, Vang (2010, pp. 23-26) asserts that learners should ensure that they appreciate and recognize everyone’s cultural background, in case of those that come from different cultural backgrounds. Teachers should also set class motto, learners’ responsibility rosters and ensure that they follow the classroom code of conduct. In case of the undesirable behavior, the teacher should use both reinforcement and punishment techniques in order to cultivate the acceptable behavior on the learners (Burger 2010, pp. 76-78). Use of prevention, reward or praise, interaction, provision of satisfying activities, explicit examples, and leading by example, is critical. Furthermore, Drifte (2008, pp. 45-56) says that in order to control negative behavior, redirection, warning, speaking clearly, calmly, and firmly, use of consequence, and clear explanation of the unacceptable behavior are quite indispensable (Friend, 2008, pp. 56-62). They should also ensure that learners are complying with the expectations and rules in school. Reflection of the prevention of meltdowns among children Students’ meltdowns involve verbal outbursts, withdrawal, and destruction of instructional materials. These are irresponsible behaviors that have negative consequences on the children’s teaching and learning process. Therefore, it is notable that instructors learn how to intervene in order to promote positive behavior among them. They should also teach them on the appropriate coping, communication, problem-solving, and interpersonal skills in order to prevent such meltdowns. According to Koch (2010, pp. 111-112), instructors can use Distress Tolerance Skills (DTS) in order to check the students’ stress and frustrations. Cognitive- behavioral interventions are also influential in controlling conduct because they provide guidance on changing learners’ behaviors. They can also use the Dialectal behavior Therapy in order to teacher children who can develop emotional irregularities. This will enable them manage their frustrations and stress, emotional regulation, and improvement of interpersonal relationships. Koch (2010, pp. 112-115) provides a ACCEPTS tool kit that can help in the management of learners’ behavior in class. This device involves selection of students, building of a skill packet, coaching them to employ the skills, and evaluation. Therefore, the techniques provided by Koch (2010, pp. 111-116) are influential in the promotion of desirable skills among learners in the classroom. Conclusion Classroom management is fundamental in meeting learners’ needs. Some of the theories used include behaviorism, assertive discipline, student self-directed learning, and choice theories. Notably, instructors should understand the nature of learners, causes of behavior, disciplinary measures, their roles in class, place of instruction, and degree of control. This knowledge is helpful in classroom practice, which uses the theoretical elements. Most important, they should have a guideline of procedures, routines, class motto, rosters, code of conduct, classroom arrangement, and appropriate instructional techniques. Consequently, they are going to achieve an effective classroom management where learners’ needs are met. References Abadinsky, H. (2011). Drug Use and Abuse: A Comprehensive Introduction. Australia; Belmont, Calif, CA: Wadsworth Cengage Learning, pp. 78-89. Allen, K.P. (2010). Classroom Management, Bullying, and Teacher Practices. The Professional Educator, 34(4), 23-25. http://www.questia.com/PM.qst?a=o&d=5045052966 Allingham, M. (2002). Choice Theory: A Very Short Introduction. New York, NY: Oxford University Press. Pp. 37-39. Armstrong, T. (2009). 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