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TS
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109
MANAGING THE PRIMARY ESL CLASSROOM
CLASSROOM MANAGEMENT THEORY
BUILDING THE FOUNDATION SKINNER GLASSER
THOMAS GORDON
NORRISAH KHALID
SITI HARLIZA RAMLI
NOR LAILI ALI
BUILDING THE FOUNDATION
CLASSROOM MANAGEMENT THEORY
SK
INN
ER
Descriptions
The goal of psychology should be practical
The best way to modify
behavior was to modify
environment
Did not approve the
use of punishment in
school
STRATEGIES OF THE THEORY
1. Operant conditioning
2. Reinforcement schedule
Behavior that act on the surrounding
environment to produce consequences
2 categories :i. Continuous
reinforcement schedule
ii. Partial reinforcement
schedule
IMPLEMENTATION OF THE THEORY
Teachers and parents reward students for good
behavior
Advocate for immediate praise, feedback and reward to encourage change in behavior
Advocates for teacher identification and reflection on environmental effects on
pupils behavior
PRACTICALLITY OF THEORY IN CLASSROOM
Set up reinforcement schedules with pupils
Set up a ‘token economy’
Deprive pupils of educational tasks they enjoy
The use of positive reinforcement give
pleasant result more effective than negative
reinforcement
Suitable and can be used to modify pupils’
behavior
Guides pupils to master the concept of discrimination
Sometimes negative reinforcement is also suitable to achieve
desire behavior
STRENGTH
Arranging the classroom
environment is appropriate in
learning
Rewards avoids the possibility to find
intrinsic motivation
WEAKNESSES
The use of reward trains humans to
expect rewards to what they do
Teacher have to go through
failure in order to get success
BUILDING THE FOUNDATION
CLASSROOM MANAGEMENT THEORY
GLA
SS
ER
Descriptions
Focus on personal choice,
responsibility and
transformation
Apply theory to broader
social issues
Choice theory : a person’s behavior
inspired by what that
person wants or needs
THE CHOICE THEORY
behaveWe are driven to satisfy basic needs: survival,
love, belonging, power, freedom and fun
To replace external control psychology
IMPLEMENTATION OF THE THEORY
Teacher must share with pupils that they have a say
in what they learn
Teaching through the use of skits or role-
playing
Teacher could encourage pupils to made creative
representations to show the importance of choices
Revolutionary theory
Give satisfaction to pupils to learn in their
preferred way
Contains basic common sense
philosophy
STRENGTH
Students’ learning and retention
increased
Disconnect people from other
WEAKNESSES
The use of forcing and punishing is destructive
to relationship
disconnectedness can cause almost all
human problems
BUILDING THE FOUNDATION
CLASSROOM MANAGEMENT THEORY
THOMAS GORDON, 1978
TH
OM
AS
GO
RD
ON
Descriptions
Help individuals improve
relationship
Revolutionary approach
Reject traditional models of
reward and punishment
STRATEGIES OF THE THEORY
developing meaning and mutually
beneficial relationships
Conflicts is an evitable parts of relationship but
it does not have to destroy the relationship
Open and honest communication can help to find solution
Both parties should agree with the solution made
CONFLICT SOLVING STEPS
1. Behavior window
2. Active listening
3. No-lose conflict
resolution
i-message
APPLICATION OF THE THEORY
Defining a problem Generating possible solutions
Evaluating the solutions
Deciding which solutions is the best
Determining how to implement the decision Assessing how well the
solution solve the problems
PRACTICALLITY OF THEORY IN CLASSROOM
Students-centered teaching
Democratic leadership
Group-centered leadership model
STRENGTH
Assisting students taking control their behavior
Lifelong implications to the
students
Allows teacher to influence the students’
behavior
Teacher learn how to manage classroom in
better way
Students learn to deal with conflicts
Students able to used and adapt
the skill
Encourage students cooperation and
participation
The information given are too
intensive
WEAKNESSES
The training takes too long
Teacher have to go through
failure in order to get success
Takes time to master the methods
