20th & 21st Century Classroom Management Pioneers

Samantha Trotter

Classroom management
Classroom

management has greatly changed throughout the years I will be discussing six of the major pioneers in classroom management and education in the 20th and 21st century

B. F. Skinner

Skinner believed in discipline through shaping desired behavior Skinner believed in the principal of reinforcement that if a behavior is reinforced it will be repeated The idea of reinforcing good behavior changed classrooms Skinner also believed that punishment should not be used in behavior shaping because it has unpredictable effects (Charles, 57).

Skinner Concepts/Vocabulary

Constant reinforcement: reinforcement given ever time a student behaves as desired, helps new learning become established (Charles, 57). Intermittent reinforcement: Given occasionally, is sufficient to maintain desired behavior once it is established (Charles, 57). A major concern with Skinners ideas was that simply teaching a student what to do doesnt mean we are teaching them what not to do (Charles, 60)

Haim Ginott

Ginott believed in the concept of Discipline through Congruent Communication Ginott believed that as teachers we must remain in the present and not hold grudges or prejudice against students (Charles, 60). Congruent Communication is communication that is harmonious with students feelings about situations themselves (Charles, 61) Ginott also had strong ideas about how teachers should conduct themselves

Ginott Continued
Ginott

believed that teachers should treat their students as social equals, this instills confidence in them He also believed in the use of I messages rather than You messages (Charles, 61) Ginott believed teachers should not use evaluative praise, but rather appreciative praise

Rudolph Dreikurs

Dreikurs believed that discipline is best achieved in a democratic classroom (Charles, 63) He believed the key to a disciplined group is instilling self-discipline in students He also believed when students feel empowered they dont misbehave as much. That is why a democratic classroom is important, the students feel like they have a say and that they are part of the decision making process in the classroom. (Charles, 63)

Frits Redl and William Wattenberg

These

two men worked together to come up with ways to help teachers understand and deal with groups and group misbehavior. They believed that it is important for teachers to understand group dynamics and how they work in order to understand the classroom dynamics

Frits Redl and William Wattenberg Continued

They

claimed that students often took on roles in these groups such as: leader, follower, clown, instigator, and scapegoat (Charles, 55). These student roles work together to make up the dynamic in the classroom. Redl and Wattenberg provided a systematic approach to improving behavior in the classroom based on these group roles and the group dynamic.

Harry and Rosemary Wong

The

Wongs believed that the single most important factor in governing students is not discipline, but how a teacher manages the classroom (Charles, 132). They believed that by clearly telling the students what is expected of them and then maintaining consistency you will achieve the desired student behavior.

Harry and Rosemary Wong Continued

The

Wongs believed that behavior must be taught through discussion, demonstration, and practice The Wongs believed in attaching set consequences to set rules, that way students know what to expect if they violate the rules.

Lee and Marlene Canter

The

Canters believed in a system of assertive discipline and teaching (Charles, 65) The system that the Canters set up demands that the whole school works together; teachers, faculty, administration, students, and even parents need to be a cooperative part of the assertive classroom.

Lee and Marlene Canter Continued

The

Canters emphasize both student and teacher rights. Student rights are the rights to learning in a calm, orderly classroom and teacher rights include teaching without interruptions (Charles, 65) They believed that students will choose to behave as we desire as long as they are in the appropriate setting and the classroom provides the environment they need

Lee and Marlene Canter Continued

The

Canters made several contributions to classroom discipline and management; they set out the ideas of teacher and student rights, they popularized the concept of the school working togetherteachers and administrators togetherthey also set out great ways for teachers to address and resolve misbehavior in the classroom (Charles, 65-69)

Closing
In closing, classroom procedures, management, and discipline have truly changed over the years. The previous 6 sets of people helped to change and shape these concepts as we know them.

References
Charles, C. M. (2008). Building classroom discipline (ninth ed.). Pearson