Effective Classroom Management - Assignment Example

Questions Name: Institution: Date: Questions 1. There are six kinds of Power. Explain each. Which do you believe are the most important for effective classroom management? Why? Reward power is a type of power where the controlling force has the ability of providing social or material rewards. These include attention, bonuses, salaries and gifts. Coercive power exists in situations where the subjects comply to escape some form of punishment (Polti & Ray, 2003). Legitimate power is authority derived from the subjects. Legitimate power is exercised by individual who have the right to exercise the power. Referent power is derived from the amount of admiration and respect that an individual in authority attracts (Polti & Ray, 2003). Expert power is influential when an individual has the commanding skills and abilities that enable his or her followers to comply with their requests since they possess more knowledge on the subject. Information power is exercised when an individual is in possession of some form of knowledge or information that is valuable to the subjects. In classroom management legitimate power is the most effective since authority will be derived from the power that a teacher’s position commands (Polti & Ray, 2003). 2. What criticisms would proponents of the Model of Group Management have of the other two models? The proponents of the model of group management will criticize control and influence approaches to classroom management on the basis that they fail to consider the role that the students, who are the subjects in a classroom situation, play in the development of effective management programs (Martin et al, 2008). Control and influence approaches to classroom management consider the teacher as the most important authority in a classroom setting and this enhances the possibility of introducing coercive or some form of dictatorial leadership especially where there is fear of punishment (Martin et al, 2008). In addition, the proponents of the model group management would also argue that the possibility of exercising legitimate authority from a control or influence approach is seemingly impossible considering that the students are exclude in the strategizing and decision making process. Through the exclusion mechanism, there is a possibility that subjects will develop rebellious attitudes towards the existing authority (Martin et al, 2008). 3. Explain what kinds of Power most relate to each of the three models of Classroom Management (Control, Group Management and Influence)? Group management model relates to legitimate power. This is because the individuals in charge of classroom management derive their powers from their subjects. The subjects in the classroom setting find reason to not only respect authority but also participate in the process of developing the rules and procedures of operating (Martin et al, 2008). Control model operates on the basis of coercive power. The desire by the management to exercise absolute control over the subjects often results in the development of structures that provide some form of punishment to those who fail to abide by the requirements of the existing rules and procedures (Martin et al, 2008). In such an environment the subjects are never consulted in the process of developing the rules of operation but mainly operate according to the imposed laws. Influence model operates on the basis of reward power which makes the subjects operate on the basis of incentives. Through these incentives, the management uses rewards to ensure obedience (Martin et al, 2008). 4. Dreikurs explains that some students adopt ‘mistaken goals’? How are these 4 goals defined, and why do students develop them? The four goals that Dreikurs uses to in the development of an understanding of mistaken goals are based on the following premises: a. Being social creatures humans are often motivated by the desire to belong b. Every aspect of human behaviour is oft directed towards a purpose c. Human beings are by nature decision making organisms d. Human beings can only perceive reality and this explains where their perceptions are often biased and mistaken Dreikurs argues that students adopt mistaken behaviour whenever they are grounded on the idea that they are seeking their positions in a specific group. When a child misbehaves he is often perceived to be defying the rules of a group in the process of establishing and maintaining their social status (Tauber, 2007). Such defiance is based on the belief that it is the only way through which the child can navigate the dynamics of the group. Irrespective of whether a child is said to be behaving appropriately or misbehaving, the main objective is often to ensure social acceptance (Tauber, 2007). 5.  It has been argued by Jacob Kounin that teachers’ instructional techniques can lead to student misbehaviour. Give two examples of such teacher behaviour. Student misbehaviour can result when a teacher defines misbehaviour by how it looks. Such an instructional procedure can result in the provision of an incomplete picture of the behaviour. In addition, such a perception provides little insight on the main causes of behaviour hence failing in assisting students and teachers in the development of behaviour change strategies (Tauber, 2007). Inappropriate structuring of questions is also comprises reasons why students may adopt tendencies towards bead behaviour. Asking the question “why did you do that?” may fail to address the root cause of the problem considering that in most cases students do not know reasons for their misbehaviour (Tauber, 2007). However, in situations where the behaviour is intended, students may fail to answer the question for the fear of giving an unpleasant answer. Through such questions, the teacher may flop to assess the behaviour directly hence failing to determine the functions of the behaviour and the purpose it serves in the development of positive behaviour among students (Tauber, 2007). 6. It has been argued that teachers’ classroom management techniques fail to promote student responsibility. By referring to research by Lewis, Romi, Roache, etc, - identify teacher classroom control behaviours which are counterproductive in the classroom. Explain in what way the research shows them to be counterproductive? Reactive approaches towards behaviour in a class setting is considerd as one the counterproductive approaches. Through a reactive approach to behaviour, strategies are often developed following an incident. When a teacher adopts this approach, his actions will be dictated by the actions of a student hence failing in his responsibility to exercise optimum control (Tauber, 2007). Research indicates that whenever a reactive approach to behaviour is characterized by threats and hard commands, it is less likely to lead to the situation being resolved. It is therefore important for the management at the classroom level to develop strategies that handle misbehaviour prior to their occurrence if the management of a classroom desires to achieve positive results in behaviour control (Tauber, 2007). Reactive approach therefore results in the development of more deviant behavioural traits since the attention shifts from the capabilities of the management to the shortcomings of the students which seek to only reprimand but not correct the root causes of the behaviour (Tauber, 2007). 7. Three theoretical explanations for teacher misbehaviour have been discussed by Lewis, Riley and Brew. Which do you favour and why? Emotional intelligence theory is the most outstanding theory that can be used in the understanding of teacher misbehaviour. According to this theory inability of a teacher to clarify, emphasize and identify may result in failure to understand and monitor their own emotions compared to others (Lewis, 2008). In addition, it is the responsibility of the teacher to identify the differences between his emotional reasoning with that of the child to minimize the possibility of developing strategies that are counterproductive in addressing misbehaviour among children (Lewis, 2008). Failure by the teachers to identify their emotional competencies makes them fail in the process of developing effective negotiations strategies that allows teachers to consider proper interpersonal exchanges while in the process of regulating and utilizing their emotional experiences. Teacher misbehaviour therefore erupts when a teacher fails to understand the role of emotional skills and competencies in the development of social relationships which is crucial in development of socially acceptable behavioural traits (Lewis, 2008). 8. Write THREE questions that would be appropriate for an assignment such as this one. Make each require more than recall of information and make each relate to a different issue. Restrict yourself to issues covered in the unit a. Dreikurs’s method of addressing misbehaviour in classroom management is largely based on the implementation of democratic environment. With reference to Dreikurs work on Class management. Discuss the four goals of misbehaviour according to Dreikurs. What are the two techniques that teachers can employ to address every aspect of misbehaviour? b. The three models of classroom management; Group management, control model and influence model derive their arguments on power relations in a classroom situation. Basing your ideas on research studies developed by Lewis, Romi and Roache, compare and contrast the three models of classroom management. c. Theoretical approaches used in understanding the misbehaviour among teachers are considered as largely incongruent with the prevailing circumstances in the contemporary society. This argument generates the notion that theoretical approaches to studying teacher misbehaviour invalid in the current society. Explain your view on the above statement and provide examples from research by Lewis, Romi and Roache. References Lewis, R. (2008). The developmental management approach to classroom behaviour: Responding to individual needs. Camberwell, Vic: ACER Press. Martin, J., McNamara, J., & Sugarman, J. (2001). Models of classroom management: Principles, practices and critical considerations. Canada: Detselig. Polti, G., & Ray, L. (2003). The thirty-six dramatic situations. Whitefish, Mont.: Kessinger Publishing Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. Westport, Conn: Praeger Publishers. Read More