Classroom Management
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- Date Submitted: 03/21/2011 05:36 AM
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Classroom Management
1. Describe and critically discuss the major features of the main approaches to behaviour management the Porter (2007) describes in her text.
2. Critically review the appropriateness of each model to Australian Primary or Secondary School settings.
INTRODUCTION
Classroom management is a highly emotive and at times spurious phrase. It conjures up many images and experiences in which there are abundant publications bursting with competing theories, applications and never-ending analysis. Google the phrase and over 100,000 pages are listed with various approaches that range from common sense applications to profound theoretical dissertations on the subject (50 ways to handle the difficult class, 10 ways to deal with defiant students, Managing excessive talking successfully, etc...).
However, disruptive behaviours in the classroom have real costs including:
• distracting other students and the teacher in class
• reducing student involvement in the learning process
• lowering other students' motivation in or out of class for that particular subject
• influencing fairness in assessment
• using the teacher’s teaching time unproductively
• teacher and students experience a lack of respect
Porter (2007)[1] draws down on all the competing theories of classroom management and summarises five/six approaches which take in holistic, constructive, preventative and remedial strategies. These approaches include:
• Limit-setting approach-Canter & Canter
• Applied Behaviour Analysis
• Cognitive-behaviourist approach
• Neo-adlerian theory- Rogers
• Humanism
• Choice theory-Glasser
Porter argues that when considering the effectiveness of each theory one should question “effective at what?” [2] Teachers should examine the purpose of each approach and also consider comprehensiveness, practical requirements, educational value, government and school management...
1. Describe and critically discuss the major features of the main approaches to behaviour management the Porter (2007) describes in her text.
2. Critically review the appropriateness of each model to Australian Primary or Secondary School settings.
INTRODUCTION
Classroom management is a highly emotive and at times spurious phrase. It conjures up many images and experiences in which there are abundant publications bursting with competing theories, applications and never-ending analysis. Google the phrase and over 100,000 pages are listed with various approaches that range from common sense applications to profound theoretical dissertations on the subject (50 ways to handle the difficult class, 10 ways to deal with defiant students, Managing excessive talking successfully, etc...).
However, disruptive behaviours in the classroom have real costs including:
• distracting other students and the teacher in class
• reducing student involvement in the learning process
• lowering other students' motivation in or out of class for that particular subject
• influencing fairness in assessment
• using the teacher’s teaching time unproductively
• teacher and students experience a lack of respect
Porter (2007)[1] draws down on all the competing theories of classroom management and summarises five/six approaches which take in holistic, constructive, preventative and remedial strategies. These approaches include:
• Limit-setting approach-Canter & Canter
• Applied Behaviour Analysis
• Cognitive-behaviourist approach
• Neo-adlerian theory- Rogers
• Humanism
• Choice theory-Glasser
Porter argues that when considering the effectiveness of each theory one should question “effective at what?” [2] Teachers should examine the purpose of each approach and also consider comprehensiveness, practical requirements, educational value, government and school management...