Classroom Management Theories Compared
Added on 2020-05-08
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Running head: PROFESSIONAL STUDIES IN MANAGING LEARNING ENVIRONMENTS Professional Studies in Managing Learning EnvironmentsName of the studentName of the UniversityAuthor Note
1PROFESSIONAL STUDIES IN MANAGING LEARNING ENVIRONMENTSAn analysis of three theories of classroom managemnet The aim of classroom management is establishing as well as maintaining a positive andproductive environment for learning that will be providing effective opportunities of learning inrespect of its students. As a result, it is essential for beginning teachers to have an understandingof the different classroom management approaches as well as their theoretical underpinnings.Effective classroom management is a necessary skill in respect of any new teacher, however, it isan unfortunate aspect that many teachers will be adopting traditional or authoritarian approachesmore willingly than innovative evidence-based strategic aspects [ CITATION Bil13 \l 1033 ]. Inaddition, the beliefs, attitudes as well as values of a teacher will often be doing the determinationof their classroom management strategy and whether they are adopting a single theory, anassociation of components across multiple theories or continuously adapting to their classroomenvironment. In this essay, there will occur the analysis of three approaches related to classroommanagement, which are considered as Goal Centered Theory, Cognitive Behavioural Theory andAssertive Discipline [ CITATION Bol17 \l 1033 ]. Goal Cenrered Theory is considered being a classroom management theory proposedby Rudolf Dreikurs, who is considered being an Austrian pyschiatrist and student ofpsychoeducational theory. Goal Centered Theory is having its underpinnings in Vygotsky’ssocio-cultural theory, which is stating that the students are affected by their social groups as wellas a longing to belong. This longing to belong does the motivation of behaviour, often in anegatuve way, via four subsequent stages such as to gain attention in an inappropriate manner,exercising power, exacting revenege as well as doing the display of insufficiency [ CITATIONGet16 \l 1033 ]. Within Goal Centered Theory, there occurs the actualization of preventing suchclassroom misbehaviour via different stategic aspects, discussio in the class regarding anticipatedbehaviours as well as outcomes, building class as well as individual accountabilites, offeringchoice regarding rules related to classroom as well as academic content, concentrating uponpractical outcomes rather than punishment, as well as encouraging effort more willingly thanachievement [ CITATION Get16 \l 1033 ]. The democratic traits of Goal Centered Theory does the promotion of a learningenvironment that is considered being positive as well as effective, in which students are having
2PROFESSIONAL STUDIES IN MANAGING LEARNING ENVIRONMENTSan involvement in their learning as they are having a sense of self-management as well as self-control, doing the demonstration of their accountability through the fulfilment of their individualrequirements without making an interference with the rights as well as requireements of theirpeers [ CITATION Sal15 \l 1033 ]. Moreover, Goal Centered Theory does the providing of theplatform in respect of the teachers for identifying the motivtion of the student towardsmisbehaving, along with, assisting students understanding as well as rectifying their individualbehaviours [ CITATION Bol17 \l 1033 ]. On the other hand, Goal Centered Theory is criticized as not every student is having aninherent urge for belongingness, and as a result, might be having concealed motives formisbehaving. Moreover, teachers who are not experinced might be facing the challenge in doingthe identificatio of the reasons behind the misbehaviour of the student, and when there is therequirement of immediate discipline, practical consequences might not get implemented in anappropriate manner. Lastly, the absence of evidence in effectively implementing Goal CenteredTheory, does the discouraging of adopting the theory into a classroom management practice[ CITATION Jon15 \l 1033 ]. Cognitive Behavioural Theory is regarded as a classroom management theory that wasmade popular by Joseph Kaplan and Jane Carter. Cognitve Behavioural Theory is aimingtowards developing the self-management of students as welll as their self-regulation abilities,setting objectives, evaluating their actions as well as emotions, in respect of becoming aware ofthe influences that will be affecting their behavioural aspects. It is the function of the teacher inhelping the students in developing these skills relating to self-management within a facilitativeenvironment for learning, offering a systematic structure of learning that does the promotion ofrespect as well as outlining behavioural expectations as well as outcomes [ CITATION Jon15 \l1033 ]. On the other hand, the critical analysis regarding Cognitive Behavioural Theory issuggesting the aspect of using or misusing the cognitive behavioural methods that is consideredto be unethical as well as conflicting across the behavioural as well as cognitive componentsrelating to student management [ CITATION Get16 \l 1033 ]. In addition, a key concern relatingto the interventions of Cognitive Behavioural Theory is the practicality associated with teachingthe students who are lacking the cognitive maturity as well as the self-management abilities that
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