classroom mgmt chart

7/29/2019 Classroom Mgmt Chart

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THEORIES IN CLASSROOM MANAGEMENTDemocratic Teaching

Rudolf Dreikurs

Main Argument/Tenets Strategies/Techniques Personal Reflection/Usefulness

Democratic classrooms and teaching

styles.Mutual respect motivates students tobehave constructively. This occursout of their heightened sense ofsocial interest.Three types of teachers: autocratic(harsh boss), permissive (uninvolvedand no expectations), and democratic(support internal motivation andresponsibility).

Students who do not feel a sense ofbelonging will resort to: attentiongaining, power seeking, revenge, ordisplaying inadequacy.Praise supports completion.Encouragement supports theprocess.Logical consequences produce betterresults than punishment.

Provide lessons with social interest in

mind.Provide a teaching environment thatsupports students sense ofbelonging.Come up with a set of classroomrules as a group.Support responsibility throughfreedom of choices in lesson plans.Avoid power struggles and encouragestudents who display inadequacy.

Encourage students rather thanpraise them.Provide students with logicalconsequences to mistaken goals tosupport responsibility and avoidpunishment.

Art classes allow students to work in

small groups and as a large group tosupport social group belonging.Social groups can take place in artcriticism, aesthetics, and production.Allow time for each of these.Encourage students who seemdiscouraged in theprocess of aproduct, rather than praising them fortheir completion.In group critiques, ask about process

rather than focusing on the finalproduct by itself.

THEORIES IN CLASSROOM MANAGEMENTInstructional ManagementJacob Kounin


There is a difference between well-run and ill-run rooms and it isinstructional management.Withitness means the teacherknows what is going on at all times inthe classroom.

Withitnessscan constantly, makenotes of repeated behaviors, get toknow the students on a personallevel, keep moving through theclassroom.Do not allow for dead time during

In an art classroom, withitness is veryimportant because there aretools/materials that could bedangerous to the students. Byconstantly scanning the classroomand knowing what students are doing


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Momentum keeps the studentsengaged and on track with theirmaterial.Lesson presentation should besmooth to keep students engaged.Students may experience satiation

when they have been overexposed toa certain topic or strategy.Provide students with enjoyable andchallenginglessons.

transitions. Keep momentum bykeeping the students engaged insome activity at all times.Give lessons multiple times andassess yourself during teaching.Ask students questions to make sure

they are not experiencing satiation.Ask students their input beforeplanning lessonswhat intereststhem/what do they want to learn/whatchallenging techniques do they wantto learn?

at all times, I can avoid potentialsafety issues or inattentiveness.Art production is a great time to movethroughout the classroom and makesure everyone is on task andunderstands the material.

When transitioning from art history toart criticism, students should knowwhat they should be doing at alltimes. This will keep the momentumin the lesson.Enjoyable and challenging lessons gohand in hand with art class. I can givemy students a questionnaire and askthem what challenges them the mostand what they want to learn about.

THEORIES IN CLASSROOM MANAGEMENTDiscipline with Dignity

Richard Curwin and Allen Mendler

Main Argument/Tenets Strategies/Techniques Personal Reflection/UsefulnessConstruct a classroom environmentthat builds student dignity andprovides chronically misbehavingstudents with a sense of hope in

school.Students do everything they can topreserve their dignity and maintaintheir self-value.A schools purpose is to aid thestudents, not the teachers.Promote responsibility notobedience.Respectful and effective discipline isvital to any classroom. Classroommanagement should include

Do not use short term fixes to solvebehavior problems. They are noteffective in the long run and mayresult in additional behavior issues.

Have a list of preplannedconsequences for certain ruleviolations.Never yell or become too emotionallyinvolved with a behavior problem.Talk to the student in a respectful wayto promote responsibility andcommunication.Insubordination rulebottom-line rulethat student must follow.Role reversal, video taping, and

Show how certain art techniques willbe used in their futures. Suggestcertain professions and hobbies thatthe skills could be useful in.

Preplanned consequencesgreatidea for beginning teaching years.Students cannot argue withsomething they have already heard ofand been exposed to.Insubordination rulenot so useful. Idont want to send my students to theprincipals office too much (looksBAD!)Prevention, or proactive teaching, willdefinitely be helpful.


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prevention, action, and resolution.Consequences should be preplanned.Creative responses to problems canoccasionally be effective.When discussing a behavior problemwith a student, deescalate potential

confrontations.Provide interesting lessons toimprove behavior problems.

humor/nonsense responsesoccasionally help with behaviorissues.I-messages, active listening, andprivacy will help deescalate potentialconfrontations.

Relevant lessons, active involvement,and teaching valued competencieswill intrigue even those studentslabeled chronically-misbehaving.

The strategies that were creativedefinitely dont make sense to me.They really undermine the behaviorissue at hand.Definitely a good idea to remain calmduring issues of confrontation. I will

remember to use I-messages andkeep discussions private to promotethe students sense of dignity.

THEORIES IN CLASSROOM MANAGEMENTNoncoercive Discipline

William Glasser


Students control their behavior.Teachers should accept no excusesfor bad behavior, but help them makebetter choices.Quality curriculum, learning, andteaching are essential in discipline.Student needs: belonging, power,fun, survival, and freedom.School should be a place wherestudents learn useful information.

Teachers should support a warm,supportive classroom environment.Lead teacher v. boss teacherrealizegenuine motivation must come fromwithin.

Cooperative learning groupsInvolve students in decision making.Provide opportunities forresponsibility in the classroom.Provide interesting activities andgroup work.Allow opportunities for students toshare their accomplishments.Allow students choices in what andhow they will learn a specific topic.

Teach a smaller number of topics in amore in-depth way.Evaluation should involve students inapplying information to their learning.Ask students to only complete workthat is useful.Ask students to improve work theyhave already finished.Spend time organizing interestingactivities and providing assistance.Discuss the curriculum with the class.

Establish standards of conduct withstudent inputthey will feel a senseof responsibility within the classroom.Discussing problems with a studentand remaining calm are important insecondary level management. Studentneeds must be met in this way.Cooperative learning groups can beused when teaching art criticism, arthistory, and aesthetics.

Critiques are perfect times to allowstudents to share theiraccomplishments.Students should sign a rule contractso that I know that they know therules of the classroom.


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THEORIES IN CLASSROOM MANAGEMENT

Assertive DisciplineLee & Marlene Canter


Assertive disciplineUtilize administration and parentsupport in discipline.Evenly administer consequences.Students have the right to learn.Teachers have a right touninterrupted teaching.Three types of teachershostile,non-assertive, and assertive.Respect and trust are vital in a

classroom.

Signed behavior plans forconsequences.Send positive notes home and makephone calls that promoteresponsibility.Communicate with, meet needs of,and reach out to chronicallymisbehaving students.

This is the classroom managementplan that I am most familiar with. I willprobably use most of these strategiesin the classroom.When a student breaks aconsequence, I will point out whatrule they broke, how they broke it,and the consequences.Proximity to the student will helpbevaioral issues in the art classroom.

THEORIES IN CLASSROOM MANAGEMENTTeaching with Love and Logic

Jim Fay & David Funk

Main Argument/Tenets Strategies/Techniques Personal Reflection/UsefulnessTeachers should not make astudents problem their own problem.

Support student-ownedresponsibility.Build relationships so that studentsare willing to do more work.Use enforceable limits.Provide choices within limits.Apply consequences with empathy.

Use I noticed you rather than Ilike because students will feel

judged.No warnings.Do not delay consequences.Build relationships with students bytaking interest in their lives both inschool and out of school.Use empathy with consequences sostudents do not feel punished or thatyou are not listening. Make sure theyknow you understand the situationbut are sticking to your guns.

I think that building relationships inmy classroom will definitely help with

issuing consequences. However, I donot agree with many of the tenants.Sometimes consequences do nothave to be immediate. They can bediscussed at a later date to ensure thelearning of everyone.Providing choices withinconsequences is a great idea.Students will feel like it is aconsequence and not a punishment.


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Provide choice within limitshavestudents choose between twoconsequences.

THEORIES IN CLASSROOM MANAGEMENTBeyond Discipline

Alfie Kohn


Coercion v. careClassroom communities areimportant 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.

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 conflictresolution.

Use class meetings to see whatstudents liked, what they want tolearn, and how they want to learn it.Again, student group work is used inthis strategy.Art is great for group work andsharing.

Rewards/consequences are stillimportant to me. I will not overuse therewards but I definitely think a rule listis vital to teaching an organizedclassroom.Case-by-case conflict resolution willmean unequal and inconsistentresponses to behavior issues.


Cooperative DisciplineLinda Albert

Main Argument/Tenets Strategies/Techniques Personal Reflection/UsefulnessStudent behavior/misbehavior is aconsequence of the students attemptto meet certain needs.Students are most likely to cooperatein a classroom that they feel theybelong to.

Three cscapable, connect,

Provide encouragement and attend toneeds of students.Provide opportunities for students toparticipate in making choices abouttheir education.Let students know that making

mistakes is okay.

This is all basically the same asDreikurs only using different terms.Making mistakes is inevitable in art. Iwill support student confidence byletting them know that this isexpected and actually a goodthing.

Tangible learning is also perfectly


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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 andmastered within the classroom.


Positive Discipline in the ClassroomJane Nelson, Lynn Lott, and H. Stephen Glenn

Main Argument/Tenets Strategies/Techniques Personal Reflection/UsefulnessDiscipline problems becomeinsignificant in classrooms with aclimate of acceptance, dignity,respect, and encouragement.Students need to perceivethemselves as capable, significant,

and in control of their own lives.Skills to developself-control,adaptability, cooperation, andjudgment.Remove barriers to goodrelationships with students.

Remove barriers to goodrelationships with students.Show personal interest in talking withstudents.Offer encouragement and provideopportunities to learn important life

skills.Teach social skills: listening, takingturns, different points of view,negotiating, communicating, andresponsibility.Develop three perceptionscapability, significance, and power.

Art criticism activities work perfectlyfor these strategies. Students worktogether in groups and listen to theirpeers points of view.Capabilityuse exercises/practices toshow students they can do something

Significanceask personal opinionson master artworks. Let them knowthat any opinion is a good opinion if itis informed and backed up.Powerallow activities that letstudents choose different aspectswithin it.

THEORIES IN CLASSROOM MANAGEMENTThe First Days of School

Harry K. Wong & Rosemary T. Wong

Main Argument/Tenets Strategies/Techniques Personal Reflection/UsefulnessFour stages of teachingfantasy,survival, mastery, and impact.Every teacher can be effective.Good classroom management andrelevant lessons to teach mastery.Positive/high-expectations forstudents.Own it

3-5 classroom rules

Own it3-5 classroom rulesRehearse plans with studentsOnly cover necessary procedures asthey come up.Manage, not discipline.

Procedures for distributing supplies,turning in projects, etc should becovered as students encounter it.Focus on mastery teachingshowingmy love for my content and using it topromote learning.


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classroom mgmt chart

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