ASSESSMENT ONE: REPORT ON CLASSROOM MANAGMENT THEORY

Classroom management is a common conversation among teachers. The phrases 'he is just unreasonable' and 'I
just dont know what to do with him' are common place among those of us who experience teachers daily. The
prospect of dealing with a misbehaving class or even individual is not something most teachers look forward to but
rather dread. It can be discovered however upon looking at several established models that if teachers incorporate
classroom management into their classroom from the first day it can often result in a positive classroom environment.
Classroom management can be defined as "the actions of teachers to create a planned and organized that supports
student learning and sociomotional needs" (K.Krause, S. Bonchner, S. Duchesne, A. McMaugh 2007). There are
three main streams of behavioural management; Non Interventionist, Interventionist and Interactionalist. This report
will attempt to explain my own teaching philosophy on classroom management by using Bill Rogers and Rudolf
Dreikurs as comparisons.
Theories
Bill Rogers is renowned for the practically of his Positive Behaviour Leadership Model and has based a career
around educating teachers about his classroom management strategies. Rogers follows a Non Interventionist
approach as his philosophy is built around the idea that misbehavior is a result of a teachers failure to provide
Maslows five basic needs (safety, belonging, power, freedom, fun). (Lyons, G., Ford, M. & Arthur-Kelly. 2011) He
contends that "all disciplinary practices should empower students to become accountable for their own behavioural
choices" (Lyons, G., Ford, M. & Arthur-Kelly. 2011) and that all disciplinary measures should be performed with
dignity so as not to embarrass the individual. (Marsh Colin. 2010 He) highlights the key principles of his model in nine
'golden rules': "Respect, Mutual rights and responsibilities, collegial support, begin as unobtrusively as possible,
maintain your focus in the primary misbehavior, emphasize choices and consequences, go for certainty not severity
and re-establish a positive working relationship." (Marsh Colin. 2010)He also highlights the importance of prevention
strategies, establishing a classroom behavior agreement and the importance of working within a school wide
framework.
In contrast Rudolf Dreikurs follows an Interactionalist approach in his Goal Cantered Theory. This theory calls on
teachers to understand why students are motivated to misbehave which Dreikurs suggest is underpinned in four
motivations: attention, power, revenge, inadequacy (Lyons, G., Ford, M. & Arthur-Kelly. 2011). In a similar way to
Rogers, Dreikurs highlights the importance of providing students with choices and highlighting the consequences and
also the importance of prevention. In contrast Dreikurs and philosophy comes from the idea that "people are social
beings with an innate desire to belong to social groups"(Lyons, G., Ford, M. & Arthur-Kelly. 2011) and that this
motivates students to misbehave intentionally. He focuses on positive classroom relationships and expresses the
importance of encouraging effort not achievement.

Intervention practices
Often in a classroom situation the teacher if forced to intervene when a students behaviour impacts others ability to
learn. The way in which a teacher does this has a major impact on the success of the rest of the class. Both Dreikurs
and Rogers suggest ways in which this can be done. Dreikurs suggests that it is important to first identify why the
student is motivated to misbehave (attention, power, revenge, inadequacy) before action is taken. He then says that
as a teacher it is your duty to assist the student to understand why their behaviour was inappropriate and
acknowledge it(K.Krause, S. Bonchner, S. Duchesne, A. McMaugh 2007). This probably wont happen instantly and
is a gradual process. For example. Josh is bored in class and decided to through a pen at his mate across the other
side of the room when the teachers back is turned. The other boy is hit with the pen and the class is disrupted by the
excitement. It is firstly important to calm the class before speaking to the two boys. Dreikurs suggests (which Rogers
would not) that you ask the student why they threw the pen and then ask them if they think it was appropriate. If the
student responds negatively you highlight why it was wrong (it disrupted the class and could have injured the other
boy) and lay down a consequence which would have previously been agreed upon in the classroom rules. Dreikurs
also stresses the importance of praising good work (eg. well done Suzie you are working very well in your group).
Dreikurs considers the teacher as a facilitator to classroom discussions not only about course work but also on
classroom matters like deciding fair consequences for actions on a hierarchy.

Rogers also suggests the teacher should facilitate classroom discussions in order to identify student responsibilities
and outline a disciple plan based on misbehaviour and consequence (K.Krause, S. Bonchner, S. Duchesne, A.
McMaugh 2007). This lets students know where the boundaries are and also lets them feel involved in a classrooms
running and therefore have a responsibility to it. Rogers suggests that the most important way teachers can intervene
is by positive role modelling and by encouraging students who do show appropriate behaviour. For example if the
teacher uses the appropriate language for a classroom, no swearing or slang, then students will pick up on this. If a
student does swear, the teacher avoids the conflict which begins with but you say it sir. Rogers also stresses the
importance of following through with the classroom disciple plan. If a student misbehaves it is important to show them
their actions have consequences and that they are the consequences that have already been discussed in class. For
example Liz is late for class. She walks in and takes her seat but disrupts the class in the process. The teacher
should acknowledge Liz was late please take your seat Liz. I will speak to you later about your lateness. (K.Krause,
S. Bonchner, S. Duchesne, A. McMaugh 2007) Once the class is settled or after class approach the student and ask
why they were late (so they feel understood and heard) before saying something like now Liz one of our classroom
rules is everyone must be on time for class and as a class we agreed that if a person was late then they have to stay
back ten minutes after class to make up for the learning they missed. I will see you after class thank you. This lets
the student know they have done the wrong thing and that their actions have not gone unrecognised. By using the
pre agreed upon consequences the teacher is letting the student know that their judgement is fair.
Positive practices
Dreikurs adopts a very democratic teaching style which would appeal to students who wish to see their teachers as
on the road to knowledge with them. This results in both student and teacher fostering mutual respect and valuing
each other. This strong teacher/ student connection which Dreikurs sees as important helps the teacher to identify
strengths and weaknesses within the classroom this in turn would enable the teacher to ensure all students are
achieving personal goals. One of Dreikurs underpinning rules is that students should be rewarded for the effort they
made not the final product. For example telling a student this is very good work is very different to I enjoyed
reading your essay Leigh. You must have had fun writing it (Marsh Colin. 2010). The latter encourages the journey
the student made to success not merely the product. This encourages students to put effort into their work.
Rogerss theory has several positives with the main one being its practicality. Rogerss methods on classroom
management are widely used in Australian schools because they are very effective. His Decisive leadership Model
of nine principles are easily understood by teachers and they are able to modify them if necessary to suit their
classroom and students. Rogers promotes mutual respect and consideration for students needs. He encourages
consequences for misbehaviour however discourages embarrassing the child and public humiliation. His focus on
collegial support under an umbrella of school wide support ensures teachers feel supported and safe within their
jobs.

Criticisms
Rogerss methods ask for teachers to relinquish a certain amount of control within the classroom and rely on student
input(Marsh Colin. 2010). This can be very difficult for some teachers and in some classrooms and authoritarian
approach is the only one that is practical. This model works on the assumption that all students are innately good and
that it is the teachers role to bring the best out in them. For some students whose contest to learning may be very
different to other students their intentions in the classroom are not good and therefore this model would not apply to
them. Rogerss model also relies on the support of the wider school community practically in some of his
consequences(Marsh Colin. 2010). Some schools would not have the frameworks to support this. This links with
Rogerss assumption that all teachers would feel comfortable taking on the role of therapist(Lyons, G., Ford, M. &
Arthur-Kelly. 2011) in the classroom which some teachers would feel very uncomfortable about.
Dreikurs has received some criticism for his model because although in theory it sounds effective it lacks a sound
base in practical effectiveness (Lyons, G., Ford, M. & Arthur-Kelly. 2011). Some teachers have struggled to use it in
a school environment as it relies on the assumption that individuals are primarily motivated to belong to a group when
some students simply are not (K.Krause, S. Bonchner, S. Duchesne, A. McMaugh 2007)
. It is also based on the idea of a democratic classroom but for a classroom to be democratic it relies of the teacher
being an equal. Unfortunately in a classroom situation this is not possible as the teacher has a duty of care and
increased responsibilities compared to the students. Teachers have also found that because of the lack of
acceptance of this theory from school communities it can be difficult to enact. (Lyons, G., Ford, M. & Arthur-Kelly.
2011)This is accredited to the fact that the model doesnt work as effectively on very difficult students or mentally
challenged students. Dreikurs also works on the assumption that students motivations are limited to four key
areas(Lyons, G., Ford, M. & Arthur-Kelly. 2011). Often students motivations could fall outside these areas creating a
flaw in his model. Although Dreikurs theory is widely taught some of his methods are a bit outdated as he died in the
late 1970s. His work therefore does not take into consideration modern technologies which could be used to aid his
theory.
Personal conclusions
Upon considering the above I was able to form some of my own conclusions about teaching and learning. It is
important to consider that although these theories have been researched I have not yet had to opportunity to test
them in a classroom setting. Personally I prefer to adopt a more Interventionist approach which focuses on a
reward/punishment method. In this method, unlike in Rogers, the teacher has a high level of control. I believe this is
important as a young, female teacher as my authority could be questioned and stomped upon in Rogerss theory. In
saying that I do believe in allowing students to take part in classroom management from the perspective of helping
decide upon classroom rules and consequence as I believe this gives students a sense of belonging and helps them
own their actions (Dreikurs emphasises is important). One of the consistencies in both theories was the importance
on not humiliating a student when disciplining them as it could have an impact on their social and emotional
wellbeing. I believe that most students will take control of their personal actions and learning if given the appropriate
classroom environment to do so. This involves setting clear expectations at the start of the year and following
thorough with consequence so you are taken seriously as a facilitator of learning. On a broader school scale it is
important for teachers to try and align or at least discuss classroom management so students maintain the same
standard of learning and respect for teachers throughout their day. What all these approaches emphasise is that
every classroom a teacher walks into is different and that one mould will not fit all. It is important for teachers to step
into a classroom with a variety of techniques to ensure good classroom management.


REFERENCE LIST
Marsh Colin. (2010). Becoming a Teacher Knowledge, Skills and Issues (5thEd.). Sydney: Pearson Education
Australia
K.Krause, S. Bonchner, S. Duchesne, A. McMaugh (2007). Educational Psychology for learning and teaching.
Melbourne: Cengage Learning .
Lyons, G., Ford, M. & Arthur-Kelly. (2011) Classroom Management: Creating positive learning Environments.
Melbourne Cengage