These multiple differences can present enormous challenges to the teacher where discipline is concerned. This paper discusses five classroom management strategies, which group of students these strategies might work well with and how these strategies can promote critical thinking in the students, explained by providing brief examples. The five strategies include Morrish’s Real discipline, Wong’s Pragmatic Classroom, Kagen, Kyle and Scott’s Win-Win Discipline, B. F. Skinner’s Discipline through Shaping Behavior and William Glasser’s Discipline Guided by Choice.
The Win-Win discipline model foster’s communication, emphasizes accountability and works to replace negative attitudes with positive attitudes. This theory is centered about the idea of a student achieving long term self-managed accountability of their actions (Charles 2008).
It promotes critical thinking by causing students to review their actions, reflect on their responsibilities and openly communicate their thoughts about these things through discussions with their teacher.
This approach is best suited for high functioning students capable of this reflection and acceptance of their responsibilities, but who may need an attitude adjustment. This approach will try to find the causes of negativity and also attempt to educate the student about their attitude in an effort to change the student’s attitude. For example, it may be determined that fifteen year old Jake has the mental capacity to be successful academically, however he demonstrates a nasty ttitude often which interferes with his academic progress and often lands him in trouble. The teacher needs to communicate and get to know the student better in an effort to discover the cause of his attitude problem. The teacher should explain that Jake is responsible for his approach to their class and to life in general and must face the consequences of his actions. The teacher should educate Jake about how detrimental a bad attitude can be and work together with Jake to begin modifying his outlook.
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Skinner’s theory of discipline through shaping behavior is probably best suited for pre-kindergarten or early elementary students. Basically, this model works for younger children because it offers positive reinforcement through such things as prizes such as candy, rewards or praise and because younger children may be more moldable as well as exhibit many behaviors that need to be changed. Skinner believed that undesirable behaviors could be modified and changed by intentionally presenting systematic positive reinforcements when desirable behaviors are demonstrated (Charles, 2008).
Critical thinking is limited, but definitely in use when the child learns to identify the association of positive rewards with positive behaviors, thereby deliberately making the choice to continue the positive behaviors. For example, if five year old Cindy discovers she can get extra play time the next day if she helps clean up the toys after play time each day, then she will most likely continue this cooperative behavior.
Wong’s Practical Classroom Management theory will work well with students who need a high level of structure and routine because it provides simplistic and clear cut instructions for what is expected from the student and is consistent with a limited number of rules. Students of various ages are sometimes afflicted with being easily overstimulated or excitability causing them to act out. Even so, with this approach the student can bring themselves back around because they remember the simple set of rules and know what to expect if they can regain control of themselves.
A limited amount of critical thinking is needed, but the student will process mentally what they need to do and can understand the simplicity and clarity of the rules in this approach with the reassurance that if they comply, they can regain structure and a sense of control over their environment. For example, there may be a fire drill at school and the alarm may overstimulate or upset a child causing them to respond by acting out. When the student returns to class however, they will then be able to know through consistency in the approach, routine and habituation what is expected of them and fall back into compliance.
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Morrish’s Real Discipline approach is probably a good fit for moderate to high functioning students in the middle grades or in the age range of eight to ten years old. This approach begins teaching students the “skills, attitudes, and knowledge needed for cooperation, proper behavior and increased responsibility” (Charles, 2008).
Introducing personal responsibility promotes critical thinking by causing the students to reflect on their choices and to consider the consequences before making choices. For example, Sue may be tempted to copy her peer’s homework while the teacher is pre-occupied because she left hers at home.
However, when she considers the consequences of after-school retention, she decides to explain to the teacher that she forgot her homework and accept responsibility for that rather than cheat. She has learned that it is important to choose the proper behavior and be more responsible. The last approach reviewed is William Glasser’s Discipline Guided by Choice theory. The main objective of this theory is to meet the student’s basic needs while improving quality through teaching and learning (Grand Canyon University, 2010).
It also emphasizes a strong curriculum and assisting students who need help or guidance. Because it also focuses on catering to students with special needs or impairments and looks to meet basic needs, Glasser’s approach would work well for students who have disabilities and other mental or physical limitations. Glasser’s theory advocated for a non-coercive approach. Students may learn critical thinking through the promotion of teamwork and positive communication. For example, eight year old Sarah has been diagnosed with a chronic anxiety disorder that is exacerbated whenever she feels threatened or unsafe.
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Because Glasser’s approach to learning is non-coercive and promotes the importance of creating a safe learning environment, (Charles, 2008) Sarah has experienced far less anxiety while in class and is performing better academically with less down time. Choosing a classroom management approach that will be effective for you may take some time and adjustments. There can be growing pains in this process as you must first learn your students individually while also laying down a firm foundation of management and control from day one.
In choosing the best classroom management strategy, educators must make certain considerations such as age groups, developmental and functioning level as well as how to manage the student with special needs. Regardless of the approach chosen, each strategy provides the educator with a foundation on which to build their own classroom management strategy that will best prepare the class for success and how to address behavior issues. As an educator, we must be flexible and have the ability to adapt to change.
This is important because our student body will always be changing as one year ends and another begins. Even the diversity within the classroom itself can and may constantly change as new students arrive in mid-year. Educators must have an open mind and understand that finding the right approach may be a trial and error process. Remember to be patient with yourself and if one approach isn’t comfortable, then you must be willing to implement another until you find a good fit for yourself and your students.
