THEORIES IN CLASSROOM MANAGEMENT Democratic Teaching Rudolf Dreikurs Main Argument/Tenets Democratic classrooms and teaching styles.

Mutual respect motivates students to behave constructively. This occurs out of their heightened sense of social interest. Three types of teachers: autocratic (harsh boss), permissive (uninvolved and no expectations), and democratic (support internal motivation and responsibility). Students who do not feel a sense of belonging will resort to: attention gaining, power seeking, revenge, or displaying inadequacy. Praise supports completion. Encouragement supports the process. Logical consequences produce better results than punishment. Strategies/Techniques Provide lessons with social interest in mind. Provide a teaching environment that supports students sense of belonging. Come up with a set of classroom rules as a group. Support responsibility through freedom of choices in lesson plans. Avoid power struggles and encourage students who display inadequacy. Encourage students rather than praise them. Provide students with logical consequences to mistaken goals to support responsibility and avoid punishment. Personal Reflection/Usefulness Art classes allow students to work in small groups and as a large group to support social group belonging. Social groups can take place in art criticism, aesthetics, and production. Allow time for each of these. Encourage students who seem discouraged in the process of a product, rather than praising them for their completion. In group critiques, ask about process rather than focusing on the final product by itself.

THEORIES IN CLASSROOM MANAGEMENT Instructional Management Jacob Kounin Main Argument/Tenets There is a difference between wellrun and ill-run rooms and it is instructional management. Withitness means the teacher knows what is going on at all times in the classroom. Strategies/Techniques Withitnessscan constantly, make notes of repeated behaviors, get to know the students on a personal level, keep moving through the classroom. Do not allow for dead time during Personal Reflection/Usefulness In an art classroom, withitness is very important because there are tools/materials that could be dangerous to the students. By constantly scanning the classroom and knowing what students are doing

Momentum keeps the students engaged and on track with their material. Lesson presentation should be smooth to keep students engaged. Students may experience satiation when they have been overexposed to a certain topic or strategy. Provide students with enjoyable and challenging lessons.

transitions. Keep momentum by keeping the students engaged in some activity at all times. Give lessons multiple times and assess yourself during teaching. Ask students questions to make sure they are not experiencing satiation. Ask students their input before planning lessonswhat interests them/what do they want to learn/what challenging techniques do they want to learn?

at all times, I can avoid potential safety issues or inattentiveness. Art production is a great time to move throughout the classroom and make sure everyone is on task and understands the material. When transitioning from art history to art criticism, students should know what they should be doing at all times. This will keep the momentum in the lesson. Enjoyable and challenging lessons go hand in hand with art class. I can give my students a questionnaire and ask them what challenges them the most and what they want to learn about.

THEORIES IN CLASSROOM MANAGEMENT Discipline with Dignity Richard Curwin and Allen Mendler Main Argument/Tenets Construct a classroom environment that builds student dignity and provides chronically misbehaving students with a sense of hope in school. Students do everything they can to preserve their dignity and maintain their self-value. A schools purpose is to aid the students, not the teachers. Promote responsibility not obedience. Respectful and effective discipline is vital to any classroom. Classroom management should include Strategies/Techniques Do not use short term fixes to solve behavior problems. They are not effective in the long run and may result in additional behavior issues. Have a list of preplanned consequences for certain rule violations. Never yell or become too emotionally involved with a behavior problem. Talk to the student in a respectful way to promote responsibility and communication. Insubordination rulebottom-line rule that student must follow. Role reversal, video taping, and Personal Reflection/Usefulness Show how certain art techniques will be used in their futures. Suggest certain professions and hobbies that the skills could be useful in. Preplanned consequencesgreat idea for beginning teaching years. Students cannot argue with something they have already heard of and been exposed to. Insubordination rulenot so useful. I dont want to send my students to the principals office too much (looks BAD!) Prevention, or proactive teaching, will definitely be helpful.

prevention, action, and resolution. Consequences should be preplanned. Creative responses to problems can occasionally be effective. When discussing a behavior problem with a student, deescalate potential confrontations. Provide interesting lessons to improve behavior problems.

humor/nonsense responses occasionally help with behavior issues. I-messages, active listening, and privacy will help deescalate potential confrontations. Relevant lessons, active involvement, and teaching valued competencies will intrigue even those students labeled chronically-misbehaving.

The strategies that were creative definitely dont make sense to me. They really undermine the behavior issue at hand. Definitely a good idea to remain calm during issues of confrontation. I will remember to use I-messages and keep discussions private to promote the students sense of dignity.

THEORIES IN CLASSROOM MANAGEMENT Noncoercive Discipline William Glasser Main Argument/Tenets Students control their behavior. Teachers should accept no excuses for bad behavior, but help them make better choices. Quality curriculum, learning, and teaching are essential in discipline. Student needs: belonging, power, fun, survival, and freedom. School should be a place where students learn useful information. Teachers should support a warm, supportive classroom environment. Lead teacher v. boss teacherrealize genuine motivation must come from within. Strategies/Techniques Cooperative learning groups Involve students in decision making. Provide opportunities for responsibility in the classroom. Provide interesting activities and group work. Allow opportunities for students to share their accomplishments. Allow students choices in what and how they will learn a specific topic. Teach a smaller number of topics in a more in-depth way. Evaluation should involve students in applying information to their learning. Ask students to only complete work that is useful. Ask students to improve work they have already finished. Spend time organizing interesting activities and providing assistance. Discuss the curriculum with the class. Personal Reflection/Usefulness Establish standards of conduct with student inputthey will feel a sense of responsibility within the classroom. Discussing problems with a student and remaining calm are important in secondary level management. Student needs must be met in this way. Cooperative learning groups can be used when teaching art criticism, art history, and aesthetics. Critiques are perfect times to allow students to share their accomplishments. Students should sign a rule contract so that I know that they know the rules of the classroom.

THEORIES IN CLASSROOM MANAGEMENT Assertive Discipline Lee & Marlene Canter Main Argument/Tenets Assertive discipline Utilize administration and parent support in discipline. Evenly administer consequences. Students have the right to learn. Teachers have a right to uninterrupted teaching. Three types of teachershostile, non-assertive, and assertive. Respect and trust are vital in a classroom. Strategies/Techniques Signed behavior plans for consequences. Send positive notes home and make phone calls that promote responsibility. Communicate with, meet needs of, and reach out to chronically misbehaving students. Personal Reflection/Usefulness This is the classroom management plan that I am most familiar with. I will probably use most of these strategies in the classroom. When a student breaks a consequence, I will point out what rule they broke, how they broke it, and the consequences. Proximity to the student will help bevaioral issues in the art classroom.

THEORIES IN CLASSROOM MANAGEMENT Teaching with Love and Logic Jim Fay & David Funk Main Argument/Tenets Teachers should not make a students problem their own problem. Support student-owned responsibility. Build relationships so that students are willing to do more work. Use enforceable limits. Provide choices within limits. Apply consequences with empathy. Strategies/Techniques Use I noticed you rather than I like because students will feel judged. No warnings. Do not delay consequences. Build relationships with students by taking interest in their lives both in school and out of school. Use empathy with consequences so students do not feel punished or that you are not listening. Make sure they know you understand the situation but are sticking to your guns. Personal Reflection/Usefulness I think that building relationships in my classroom will definitely help with issuing consequences. However, I do not agree with many of the tenants. Sometimes consequences do not have to be immediate. They can be discussed at a later date to ensure the learning of everyone. Providing choices within consequences is a great idea. Students will feel like it is a consequence and not a punishment.

Provide choice within limitshave students choose between two consequences. THEORIES IN CLASSROOM MANAGEMENT Beyond Discipline Alfie Kohn Main Argument/Tenets Coercion v. care Classroom communities are important to the students. Classroom-involved management. Do not use rewards/punishments. Use operating principals instead. Fairness and social belonging are just as important as subject matter. Strategies/Techniques Class meetingssharing, deciding, planning, reflecting. Allow students to work together. Rules are not needed or beneficial. Include students in decision making. Provide case-by-case conflict resolution. Personal Reflection/Usefulness Use class meetings to see what students liked, what they want to learn, and how they want to learn it. Again, student group work is used in this strategy. Art is great for group work and sharing. Rewards/consequences are still important to me. I will not overuse the rewards but I definitely think a rule list is vital to teaching an organized classroom. Case-by-case conflict resolution will mean unequal and inconsistent responses to behavior issues.

THEORIES IN CLASSROOM MANAGEMENT Cooperative Discipline Linda Albert Main Argument/Tenets Student behavior/misbehavior is a consequence of the students attempt to meet certain needs. Students are most likely to cooperate in a classroom that they feel they belong to. Three cscapable, connect, Strategies/Techniques Provide encouragement and attend to needs of students. Provide opportunities for students to participate in making choices about their education. Let students know that making mistakes is okay. Personal Reflection/Usefulness This is all basically the same as Dreikurs only using different terms. Making mistakes is inevitable in art. I will support student confidence by letting them know that this is expected and actually a good thing. Tangible learning is also perfectly

contribute. Three teaching styleshands-off, hands-on, and hands-joined.

Provide tangible learning. Acceptance, attention, appreciation, affirmation, and affection.

suited for art. Skills are learned and mastered within the classroom.

THEORIES IN CLASSROOM MANAGEMENT Positive Discipline in the Classroom Jane Nelson, Lynn Lott, and H. Stephen Glenn Main Argument/Tenets Discipline problems become insignificant in classrooms with a climate of acceptance, dignity, respect, and encouragement. Students need to perceive themselves as capable, significant, and in control of their own lives. Skills to developself-control, adaptability, cooperation, and judgment. Remove barriers to good relationships with students. Strategies/Techniques Remove barriers to good relationships with students. Show personal interest in talking with students. Offer encouragement and provide opportunities to learn important life skills. Teach social skills: listening, taking turns, different points of view, negotiating, communicating, and responsibility. Develop three perceptions capability, significance, and power. THEORIES IN CLASSROOM MANAGEMENT The First Days of School Harry K. Wong & Rosemary T. Wong Strategies/Techniques Own it 3-5 classroom rules Rehearse plans with students Only cover necessary procedures as they come up. Manage, not discipline. Personal Reflection/Usefulness Art criticism activities work perfectly for these strategies. Students work together in groups and listen to their peers points of view. Capabilityuse exercises/practices to show students they can do something Significanceask personal opinions on master artworks. Let them know that any opinion is a good opinion if it is informed and backed up. Powerallow activities that let students choose different aspects within it.

Main Argument/Tenets Four stages of teachingfantasy, survival, mastery, and impact. Every teacher can be effective. Good classroom management and relevant lessons to teach mastery. Positive/high-expectations for students. Own it 3-5 classroom rules

Personal Reflection/Usefulness Procedures for distributing supplies, turning in projects, etc should be covered as students encounter it. Focus on mastery teachingshowing my love for my content and using it to promote learning.