Democratic TeachingRudolf Dreikurs

G.O 1 G.O 3

-Democratic classrooms and teachingstyles.-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.

Instructional ManagementJacob Kounin

G.O 1 G.O 3

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

-Momentum keeps the studentsengaged and on track with theirmaterial.-Lesson presentation should besmooth to keep students engaged.-Students may experience satiationwhen they have been overexposed toa certain topic or strategy.-Provide students with enjoyable andchallenging lessons.

-Art classes allow students to work insmall 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 the process of aproduct, rather than praising them fortheir completion.-In group critiques, ask about processrather than focusing on the finalproduct by itself.

-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

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.

-Does not address serious behaviour problem-Does not indicate how to handle threats-Students do not take responsibility for their behaviours-Designed only to handle daily routine classroom management problems

Assertive DisciplineLee & Marlene Canter

G.O 1 G.O 3“Assertive discipline”-Utilize administration and parentsupport in discipline.-Evenly administer consequences.-Students have the right to learn.-Teachers have a right touninterrupted teaching.-Three types of teachers—hostile,non-assertive, and assertive.-Respect and trust are vital in aclassroom.

-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

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.

-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.

Will motivate students to behave appropriately.

Reduces problem behaviors.

Helps to build relationships with students.

Increases students’ self-esteem.

According to Canter, there are only three types of teachers: non assertive, hostile, and assertive; there is no other type of discipline system

Canter’s work of “research” to create this method has no references or citations listed

Canter’s research to develop the program was with children with special needs. Canter assumes that the system will work with all students.

"although the system is woefully short on hard research data to justify some of its contentions, Assertive Discipline has made a positive contribution to literally thousands of teachers and school systems.“

Rules and consequences are determined by an authority figure and students are told they can choose to obey or not.