An Analysis of Three Models/Theories of Classroom Management.
Classroom management theory is constantly evolving. How teachers manage their classrooms is imperative in providing students with effective learning environments. Positive learning environments are essential for students sense of belonging, enhancing student engagement, furthermore learning success (O’Donnell et al., 2016, p. 469; Lyons, Ford & Slee, 2014, p. 22). Various classroom management theories exist however three will be analysed. Goal Centred Theory, Choice Theory and Assertive Discipline. These theories implement strategies to amend students behaviour in a positive manner, with varying approaches. …show more content…
The teacher may not have the skills or experience to recognise the underlying motivation for students behaviours. Furthermore, a democratic classroom requires moral competencies of those within the milieu, however many students may not contain the competence level required which this theory does not take into consideration (Lyons et al., 2014, p. …show more content…
34), is the effectiveness, as long as the theory is consistent and implemented accurately. With accuracy and consistency students realise the teachers sincerity in their expectations and consequences. With clear, concise class rules established, implemented, consequences followed through and assertive teachers exercising their control of the students, students develop self-discipline skills (Lyons et al., 2014, p. 28). Students with challenging behaviours can have individual behavioural plans implemented with negotiation of all students stakeholders. Students continue to learn the class rules and expectations however consequences are devised individually for the student (Lyons et al., 2014, p. 29). Implementing Assertive Discipline Theory allows for the rights of teachers and students to be met with teachers having a right to teach and students having a right to learn (Tauber, 2007, p. 96).
The weaknesses with Assertive Discipline Theory is with critics believing that because it is not theoretically based there is no evidence on the effectiveness. It is also claimed that although it may alter students misbehaviours in the short term, it only caters for the symptoms and not the cause of
Classroom management theory is constantly evolving. How teachers manage their classrooms is imperative in providing students with effective learning environments. Positive learning environments are essential for students sense of belonging, enhancing student engagement, furthermore learning success (O’Donnell et al., 2016, p. 469; Lyons, Ford & Slee, 2014, p. 22). Various classroom management theories exist however three will be analysed. Goal Centred Theory, Choice Theory and Assertive Discipline. These theories implement strategies to amend students behaviour in a positive manner, with varying approaches. …show more content…
The teacher may not have the skills or experience to recognise the underlying motivation for students behaviours. Furthermore, a democratic classroom requires moral competencies of those within the milieu, however many students may not contain the competence level required which this theory does not take into consideration (Lyons et al., 2014, p. …show more content…
34), is the effectiveness, as long as the theory is consistent and implemented accurately. With accuracy and consistency students realise the teachers sincerity in their expectations and consequences. With clear, concise class rules established, implemented, consequences followed through and assertive teachers exercising their control of the students, students develop self-discipline skills (Lyons et al., 2014, p. 28). Students with challenging behaviours can have individual behavioural plans implemented with negotiation of all students stakeholders. Students continue to learn the class rules and expectations however consequences are devised individually for the student (Lyons et al., 2014, p. 29). Implementing Assertive Discipline Theory allows for the rights of teachers and students to be met with teachers having a right to teach and students having a right to learn (Tauber, 2007, p. 96).
The weaknesses with Assertive Discipline Theory is with critics believing that because it is not theoretically based there is no evidence on the effectiveness. It is also claimed that although it may alter students misbehaviours in the short term, it only caters for the symptoms and not the cause of