Many theories concerning classroom management vary in practices, discipline, responsibility and control. Three such theories are Glasser’s Choice Theory; Kaplan and Carter’s Cognitive behavourial theory; and Alberto and Troutman’s Applied Behavioural Analysis. Each falls along a continuum for the above variations. In addition, each have strengths and weaknesses, but collectively meet the various needs of the classroom. Therefore, it is appropriate to explore these theories to understand their contributions to classroom management.
Along a continuum, with psychoeducational theories at one end and behavioural theories at the other, Choice Theory is at the psychoeducational end (Lyons, Ford & Slee, 2014). The principles of this theory are concerned …show more content…
At its core, behaviour is voluntary and can be controlled through antecedent conditions and reinforcing consequences (Lyons et al., 2014). This is operant conditioning, as found in other behavioural views of learning (Woolfolk & Margetts, 2013; Leslie, 2015). In this theory, people choose behaviour to achieve outcomes or avoid consequences (Lyons et al., 2014). It requires a break down of behaviour and environments into contingent stimuli which are either added or removed to modify behaviour (Leslie, 2015). As a theory, it is based on intervention rather than positive practices. Therefore, it is a teacher-centered approach to classroom management.
The strength of this theory is found in its intervention strategies. In contrast to choice theory, applied behavioural analysis focuses on increasing desirable behaviour through reinforcement (Lyons et al., 2014). The model recognises that persistent behaviour over time results from reinforcers (Woolfolk & Margetts, 2013). This can be an effective form of managing students with challenging …show more content…
In cognitive behavioural theory, there is recognition that the locus of causality can be both internal and external (Lyons et al., 2014). This recognizes that motivations are not a dichotomy (Woolfolk & Margetts, 2013) and allows for some of the complexity that exists among students. For example, individuals are self-directed, they have the capacity for good and bad choices (Lyons et al., 2014). To help students direct themselves, they should be taught explicitly to self-regulate with cognitive skills (Lyons et al., 2014). This is for self-regulation and in recognition that it makes behavourial interventions more effective (Lyons et al., 2014). Like the aforementioned theories, cognitive behavioural theory has both strengths and
Along a continuum, with psychoeducational theories at one end and behavioural theories at the other, Choice Theory is at the psychoeducational end (Lyons, Ford & Slee, 2014). The principles of this theory are concerned …show more content…
At its core, behaviour is voluntary and can be controlled through antecedent conditions and reinforcing consequences (Lyons et al., 2014). This is operant conditioning, as found in other behavioural views of learning (Woolfolk & Margetts, 2013; Leslie, 2015). In this theory, people choose behaviour to achieve outcomes or avoid consequences (Lyons et al., 2014). It requires a break down of behaviour and environments into contingent stimuli which are either added or removed to modify behaviour (Leslie, 2015). As a theory, it is based on intervention rather than positive practices. Therefore, it is a teacher-centered approach to classroom management.
The strength of this theory is found in its intervention strategies. In contrast to choice theory, applied behavioural analysis focuses on increasing desirable behaviour through reinforcement (Lyons et al., 2014). The model recognises that persistent behaviour over time results from reinforcers (Woolfolk & Margetts, 2013). This can be an effective form of managing students with challenging …show more content…
In cognitive behavioural theory, there is recognition that the locus of causality can be both internal and external (Lyons et al., 2014). This recognizes that motivations are not a dichotomy (Woolfolk & Margetts, 2013) and allows for some of the complexity that exists among students. For example, individuals are self-directed, they have the capacity for good and bad choices (Lyons et al., 2014). To help students direct themselves, they should be taught explicitly to self-regulate with cognitive skills (Lyons et al., 2014). This is for self-regulation and in recognition that it makes behavourial interventions more effective (Lyons et al., 2014). Like the aforementioned theories, cognitive behavioural theory has both strengths and