Classroom Management Theories

Strategies
1. Mistaken goal
- Provide lessons with social
interest in mind
- Communicate with one
another
- Mutual respect
- Look for positive attributes in
students
2. Democratic style
- Discussions and teacher
learns how to accept pupils
opinion
- Students involve in making
decisions in the classroom
3. Encouragement
- Give positive reinforcement
- Appreciate students effort of
learning
- Display students work
- Dont require perfection

4. Consequences
-Apply logical consequences
-Give relatable punishments to
students

Strengths

Weaknesses

Differences

Description
A theory which allows pupils
to take part in the teaching
and learning activities along
with the teacher.

Identify and address mistaken goals of misbehaviour.

Act as democratic rather

than autocratic or permissive.

Understand the difference

between praise and
encouragement.

Gives opportunity for the students to participate in the

teaching and learning process.

Logical consequences produce better results than

punishment.

Promotes respect and communication among teacher

and students.

Similarities

Strategies

By Khairunnisa Sharom (5 PISMP TESL 3)

Theories of Democratic
Teaching
by Rudolf Dreikurs

Use logical consequences

rather than punishment.

Theories of Assertive
Tactics by
Lee Canter & Marlene Canter

With-it-ness - constantly scan the

classroom for potential disruptions
and see a disruption almost before it
starts
Momentum - maintain the flow of the
lesson and do not engage in
behaviours that slow down the pace
of the lesson
Smoothness - maintain a smooth
flow of activities

Theories of Instructional
Management
by Jacob Kounin

Focused on a teachers
ability to affect students
behavior through instructional management

Incorporated both the

instructional and disciplinary aspects of the classroom together.

Might be difficult for teachers to identify and understand pupils reasons for misbehaving.
Teachers may not be able to respond properly and to
provide logical consequences for all misbehaviour.

Strengths

Weaknesses

Teachers who use effective instructional management keep their pupils

focused on learning tasks
and minimize behaviour
problems.

Behavior problems are reduced to a minimum.

Smooth teaching and learning processes .

Create a positive classroom environment.

Applicable for a variety of classroom scenario.

Time consuming.

It does not develop personal responsibility in pupils.

Preventing rather than correcting.

Recognizing and removing

roadblocks such as negative
expectations.

Description

Practicing assertive responses :

- Non-assertive (passive). Used by
teachers who fail to establish clear
standards of behaviour.
- Hostile. Use threats and sarcasm.
Has potentials for emotional harm
and possible abuse
- Assertive. Explains what
behaviour is unacceptable and
acceptable. The consequences of
various behaviors are made clear to
the students.

Assertive discipline is a
systematic and objective
way of ensuring a teacher
-controlled classroom.

It is also called the "takecontrol" approach to

teaching, as the teacher
controls their classroom in
a firm but positive manner.

Setting limits

Following through on limits

Implementing a system of positive

assertion such as ; special awards
and positive notes.

The teacher creates a set

of behaviour rules for the
class and a set of negative consequences that
result if the rules are not
followed.

Description

Group alerting - use a range of cues

and signals to keep the group alert
and focussed

Accountability - questioning to keep

the group accountable to the goals
of the lesson

Strategies

Strengths

Weaknesses

Develop good class control.

Student expectations are clearly stated.

No interruptions from students during

teaching and learning session.

Simple and well-structured plan.

Teaching style may not fit the need of all

students.

Teacher can become over controlling.

Minimal students interactions.

Students are not allowed to give ideas.

Democratic Teaching

Instructional Management

Assertive Tactics

Designed to control pupils behaviour in the classroom.

Designed to control pupils behaviour in the classroom.

Designed to control pupils behaviour in the classroom.

Good rapport between teacher and pupils.

Good rapport between teacher and pupils.

Good rapport between teacher and pupils.

Teacher address the pupils mistakes.

Teacher address the pupils mistakes.

Teacher address the pupils mistakes.

Student centered.

Teacher-centered.

Teacher centered.

Use logical consequences.

No punishment.

Has punishment.

Teacher sets rules.

No explicit rules.

Teacher sets rules.

Develop personal responsibility in pupils.

Does not develop personal responsibility in pupils.

Does not develop personal responsibility in pupils.