Theories of
Management
EDUC 4128
Management Theories
Theorists
Skinner
Rogers
Kounin
Kohn
Gibbs
Brophy
Wong
Jones
Mendler and Curwin
Glasser
Gordon
Hewitt
Canter
Dreikurs
Bennett
Skinners
Behavioural
Management
Theory
Skinner Behavioural
Management
Definition: The practice of providing
consequences for both positive
and negative behaviour.
The teacher develops a process of
systematically applying rewards
(reinforcements) and
consequences for behaviour.
Skinner Behavioural
Management
This model of classroom management
is also known as:
behaviourism
behavioural techniques
behaviour modification
social-learning theory
Carl Rogers
Jacob Kounin
Alfie Kohn
Jeanne Gibbs
Jere Brophy
Harry Wong
Carl Rogers
Experiential Learning and SelfActualization
Experiences need to be relevant, nonthreatening and participatory
Teachers need to be real, empathetic,
understanding, and prize students
All students strive for self-actualization
and self-fulfillment
Jacob Kounin
Effective Teaching includes group alerting
and accountability, high participation and
smooth transitions
Effective teachers are with it, use the
ripple effect, overlapping, and they dont
dangle, flip flop or get distracted
Alfie Kohn
Beyond Discipline: From Compliance to
Community
There is a difference between working with and
doing to classes
Doing to classes include compliance,
punishment and rewards, grading and reliance
on marks or test results
Working with classes include active
participation, high interest, discovery, and love of
learning
Jeanne Gibbs
Tribes theory includes an emphasis on active
listening, appreciation, mutual respect, the right
to pass, a helping attitude, setting goals,
monitoring progress and celebrating
accomplishments
Tribes focus is on learning (incl. social learning),
a caring culture, a community of learners and
student-centredness
Tribes training includes various school groups
including parents and administrators
Jere Brophy
Classroom Strategy Study
Good teaching includes enthusiasm, instructional
goals, organization, and teacher as problem-solver
Good teachers present the concepts, include
discussions and activities and give tasks to
practise working with new knowledge
Assessments are used to provide feedback, to
note the zone of proximal development and to
develop/revise the curriculum
Students need to see the purposefulness of the
curriculum
Harry Wong
The Effective Teacher videos and The First Days
of School book
The first impressions are lasting
Classes need only 3-5 rules and the size of
groups is determined by the roles to be assumed
Important aspects of a class are teacher
readiness, meeting students, a seating plan, bell
work and immediate feedback
William Glasser
Reality Therapy -Control/Choice Theory
All humans have a need for love a feeling of selfworth
Steps: build a relationship, focus on behaviour not
person, give student responsibility and evaluation,
develop a plan, student commits to plan, follow-up
and follow-through, move beyond class if necessary
Emphasize effort (redo, retake, revise), create hope,
respect power, build relationships and express
enthusiasm
Fred Jones
Positive Classroom Discipline
The teacher systematically strengthens desired
behaviour while weakening inappropriate
behaviour by using proximity control, negative
reinforcement, incentives, body language and
peer pressure.
Thomas Gordon
Teacher Effectiveness Training (T.E.T.)
Based on philosophy of Carl Rogers, I.e., children are inherently
rational and, if directed and forced by teachers, will be stifled
Assumptions: student is intrinsically motivated to be good, should
be supported by an accepting relationship and is capable of
solving own problems
Teachers are taught to observe the behaviour, identify who owns
the problem, demonstrate understanding, confront if necessary
and use win-win problem-solving
Curriculum design involves structured activities, student
ownership, communication and analysis of learning
Jean Hewitt
Playing Fair
Based on the societys concept of fair behaviour
Steps: create positive environment, support student
efforts for self-control,deal with problems
immediately and monitor the class
All consequences should create learning
Have specific rules that consider safety and wellbeing of others
Avoid confrontations, power struggles or rumours
Reactive Strategies
Canters Assertive
Discipline
Definition: The teachers response style sets
the tone of the classroom as well as
impacting on the students self-esteem and
success.
The Canters identified three basic response
styles used by teachers when interacting with
students
Canters Assertive
Discipline
Nonassertive Teachers
These teachers fail to make their needs or wants known.
They appear indecisive which confuses students. They
threaten but students know there will be no follow
through.
Assertive Teachers
These teachers clearly and firmly express their needs.
They have positive expectations of students. They say
what they mean, and mean what they say. They are
consistent and fair.
Dreikurs Logical
Consequences
Definition: The teacher considers the motivation and
goals of the student behaviour in the development of
a management plan.
A more humanistic approach than just focusing on
discipline.
The teacher then applies Logical Consequences to
assist students in taking responsibility for their
actions and behaviours.
Dreikurs Goals of
Misbehaviour
Based on Alfred Alders concept that all
behaviour had a purpose or goal, Dreikurs
identified 4 student goals of misbehaviour:
1. To seek attention
2. To gain power
3. To seek revenge for some perceived
injustice
4. To avoid failure
Dreikurs Logical
Consequences
Common Elements of
Theories
What do the theories have in common
as prerequisites to good classroom
management?
What are the features that differ among
the theories?
Ultimately
The teacher is responsible for establishing a community and for
maintaining classroom control
The teacher is the difference between a chaotic or caring
classroom
Effective classroom management includes: planning and
implementing teaching strategies thoroughly , keeping students
actively engaged in meaningful learning, and preventing
disruptions through proactive management strategies.
When a teacher needs to react to misbehaviour, careful thought
should be applied to the situation to ensure that the self-esteem
of the student is respected and to ensure that the
consequences are realistic and appropriate
Good luck!