What Theorists Say about Classroom Management?

Teachers always complain that they can’t manage their classes! Students are very active and talkative and they can’t control all these misbehavior to achieve academic goals. Fortunately, researchers have developed ten theories to actually help teachers manage misbehavior. Also, researchers have ways to prevent misbehavior before it even occurs. Lee and Marlene are two researchers who developed the Assertive Discipline approach. In their approach, they said that delivering a positive message while having a climate where students’ needs are met can shift a negative behavior to a positive one. Richard and Allen are other researchers who developed the Discipline with Dignity approach that is meant to prevent misbehavior as well. In this approach, researchers proposed that if a student noticed the impact of school on his life, he will most likely stop the misbehavior. These researchers believe that students misbehave because they want to protect their dignity. Respecting the students’ dignity can help you discipline your class in a better way. Add to that, Rudolph is also a researcher who exclaimed misbehaviors in class. He encourages group work and believes that the misbehaving student doesn’t feel that he belongs to this group. When a student values his society, he will acquire self-discipline which will keep him aware of his actions and can prevent misbehaving. Haim, who is a researcher, recommended the Discipline through Congruent Communication approach to manage misbehavior in a class. This researcher advised teachers to stop criticizing students and focus on actions and not individuals. When they communicate positively with students, they would ignore personal character and focus more on how students feel about situations and themselves. Furthermore, William discovered the Noncoercive Discipline which sheds the light on the teachers’ task. They have to show students the relation between their behavior and the consequence of it. By that, students will \make responsible choices that lead to their personal success. Another approach was developed by Fred Jones who named it the Positive Classroom Discipline. In this approach, non-verbal communication is encouraged. Fred believed that the teachers’ gestures, facial expressions, and eye contact can tell the student a lot which will help them behave well. Moreover, Jacob proposed the Improving Discipline through Lesson Management approach which talks about how detailed instructions and planned lesson have a great impact on the appropriate behavior of the students. These also keep them engaged and focused with what is being explained. Marvin Marshall believed that when a student feels responsible, he will more likely stop this misbehavior, so he planned the Discipline through Raising Responsibility approach. Having students know the consequences of their actions would increase their sense of responsibility. Besides, Fritz and William Wattenberg clarified that the students know things better when they work in groups so they emphasized group work to manage misbehavior. They emphasized the pleasant and unpleasant moments in groups which will guide students’ behavior to positive behavior. Consequently, they will avoid unpleasant experiences in the group. At the end, Skinner developed the Discipline through Shaping Desired Behavior approach which emphasized that positive reinforcement is effective at changing and establishing behavior than punishment. Even though there are many theories and approaches, a teacher can always choose what suits her classroom and each case in it.