Overview
This lecture summarizes major educational theorists and their contributions to classroom management and learning theories, focusing on motivation, discipline, student responsibility, and teacher-student relationships.
Fredrick Jones: Non-Adversarial Self-Control
- Empowers students to develop self-control through teacher body language, incentives, and supportive assistance.
- Prepares students for future success by fostering self-regulation.
Albert Bandura: Social Learning Theory
- Asserts that people learn via observation, imitation, and modeling.
- Bridges behaviorism and cognitive theory by involving attention, memory, and motivation.
- Introduces "self-efficacy" as belief in one's ability to act effectively.
William Glasser: Reality and Choice Theory
- Stresses student responsibility for learning and behavior.
- Advocates for student involvement in curriculum and rule-making to increase ownership and motivation.
Edward Ford: Responsible Thinking Process (RTP)
- Focuses on teaching students to respect themselves and others by thinking through rule-related behavior.
- Promotes non-punitive, respectful, and mutually accountable discipline.
Jean Piaget: Constructivist Learning Theory
- Describes stages of cognitive development in children.
- Highlights growth through active learning and experience.
Lee and Marlene Canter: Assertive Discipline
- Requires clear behavioral expectations and fair consequences.
- Teachers use a firm voice and eye contact to manage classroom behavior.
Gordon Thomas: Teacher Effectiveness Training (TET)
- Emphasizes the importance of strong teacher-student relationships.
- Provides communication and conflict resolution skills to reduce classroom conflict.
Jacob Kounin: Preventative Management
- Advocates for group-oriented teaching and strong lesson organization.
- Focus is on preventing problems through planning and structure.
Applied Behaviour Analysis (ABA)
- Systematic application of learning theory to improve socially significant behaviors.
- Uses evidence-based interventions and analysis.
Rudolf Dreikurs: Mutual Respect and Belonging
- Believes discipline should be based on mutual respect and fulfilling the need to belong.
- Misbehavior results from unmet belonging needs, leading to mistaken goals: attention, power, revenge, inadequacy.
Alfie Kohn: Motivation and Rewards
- Argues that grades and praise undermine intrinsic motivation.
- Promotes fostering intrinsic interest and critical thinking over external rewards.
B F Skinner: Behavioral Modification
- Advocates modifying the environment and using reinforcement, not punishment, to change behavior.
- Supports instructional strategies such as scaffolding and immediate feedback.
John Dewey: Democratic Classroom Management
- Promotes democratic practices and teacher as facilitator.
- Views learning as a social process, emphasizing cooperation and guidance.
Key Terms & Definitions
- Self-control — Ability of students to regulate their own behavior.
- Self-efficacy — Belief in one's capability to manage situations.
- Constructivism — Learning theory focusing on active construction of knowledge.
- Assertive Discipline — Classroom management style with clear rules and consequences.
- Intrinsic Motivation — Motivation driven by internal satisfaction.
- Reinforcement — Positive feedback to encourage desired behavior.
- Democratic Practices — Classroom management involving shared decision-making.
Action Items / Next Steps
- Review each theorist’s main idea and prepare examples of classroom application.
- Study definitions and be ready to match theorists to their concepts.
- Prepare for discussion on which theory aligns best with your teaching philosophy.