The 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 of these theories falls along a continuum for each of the variations above. They each have strengths and weaknesses, but collectively meet the various needs of the classroom. Therefore, it is appropriate to explore each theory to understand when and how each might be applied.
Choice theory is based on psychoeducational theory (Lyons, Ford & Slee, 2014). The guiding principles of this theory are concerned with satisfying an individual’s needs for survival, belonging, power, freedom …show more content…
With the locus of causality being external (Lyons et al., 2014), applied behavioural theory is an oversimplification of motivation. Meanwhile, direct instruction is a problem for ABA because it is based on routines and does not cater for diversity. This can be contrasted with the approaches in choice theory and cognitive behavioural theory which use a cooperative learning and explicit instruction respectively (Lyons et al., 2014). This relates to student discipline and responsibility with the former two focused on self-regulation and ABA focused on coercion and expectation. Students have a sense of empowerment when the locus of control is within them, rather than an external influence (Shelton & Brownhill, 2008). On the conninuum for control, ABA is …show more content…
Kapalan (cited in Woolfolk & Margetts, 2013, p. 234) states they are not to be used too often; but, when hey are used in a warm, positive environment, students respond quickly. This demonstrates the use of social reinforcement over behavioural strategies. For this reason, It has been suggested that there is a inherent dissonance between the phsychoeducational and behavioural aspects of this theory (Lyons et al., 2014). However, this is an unfair judgement based on simplified views of
Choice theory is based on psychoeducational theory (Lyons, Ford & Slee, 2014). The guiding principles of this theory are concerned with satisfying an individual’s needs for survival, belonging, power, freedom …show more content…
With the locus of causality being external (Lyons et al., 2014), applied behavioural theory is an oversimplification of motivation. Meanwhile, direct instruction is a problem for ABA because it is based on routines and does not cater for diversity. This can be contrasted with the approaches in choice theory and cognitive behavioural theory which use a cooperative learning and explicit instruction respectively (Lyons et al., 2014). This relates to student discipline and responsibility with the former two focused on self-regulation and ABA focused on coercion and expectation. Students have a sense of empowerment when the locus of control is within them, rather than an external influence (Shelton & Brownhill, 2008). On the conninuum for control, ABA is …show more content…
Kapalan (cited in Woolfolk & Margetts, 2013, p. 234) states they are not to be used too often; but, when hey are used in a warm, positive environment, students respond quickly. This demonstrates the use of social reinforcement over behavioural strategies. For this reason, It has been suggested that there is a inherent dissonance between the phsychoeducational and behavioural aspects of this theory (Lyons et al., 2014). However, this is an unfair judgement based on simplified views of