Theory Worksheet

Name Name of Approach Key Terms What Is Important What is Unique

B. F. Skinner Shaping Desired Reinforcing stimulus: reward This approach is based on Skinner believed that
Behavior received after performing a the belief that most punishment leads to
behavior voluntary behavior is unpredictable effects and
Behavior modification: “the influenced and shaped by should therefore not be used
overall procedure of shaping the reward or reinforcement when shaping behavior.
behavior intentionally we receive for that
through systematic behavior. The approach operates on the
reinforcement” belief that behavior must first
Intermittent reinforcement: The reward must be established through
reinforcement that is given immediately follow the constant reinforcement and
occasionally, once a behavior behavior to be effective. then maintained through
has become established intermittent reinforcement.
Successive approximation:
the way “in which behavior
comes closer and closer to a
preset goal”
Jacob Kounin Lesson Management Withitness: how Kounin A teacher’s “withitness” is This approach is unique in that
referred to a teacher’s ability crucial to managing it relies wholly on a teacher’s
to be aware of and manage behavior in the classroom. ability to have eyes in the back
everything going on in the of their head.
classroom at once The focus of this approach is
Overlapping: when teachers on preventing misbehavior Teachers are encouraged to
are aware of/involved in rather than dealing with it avoid over-exposure of a topic
multiple events in the when it comes. so that students don’t get sick
classroom at once of it. Learning should be both
Group alerting: the gaining of challenging and enjoyable.
students’ full attention
before moving on to
something else
Smoothness: the steady flow
of lessons
 Haim Ginott Congruent Congruent communication: Emphasis is placed on Self-discipline is viewed as the
Communication communicating in harmony students as individuals only true discipline. Teachers
with how students feel about rather than large groups of need to model appropriate
themselves and about learners. Learning is behavior and avoid behaviors
situations personal and takes place in they are trying to teach their
Evaluative praise: praise that the moment, so teachers students to avoid.
focuses on a child’s talent or should not act on judgments
character or grudges. Teachers are discouraged from
Appreciative praise: praise asking children questions that
that focuses on a child’s This approach states that start with “why” that could
improvement or effort discipline in the classroom is make children feel defensive or
Sane messages: messages a gradual thing. It is built up guilty.
that focus on correction through a series of “little
rather than attacking the victories” such as a self-
personality or character of disciplined teacher helping
the student students learn self-control
and humaneness.
Rudolf Driekurs Democratic Student self-control: when This approach focuses on Teachers are encouraged to
Teaching students can show initiative, discovering and dealing with involve students in making
take responsibility, and make the causes of misbehavior. class rules and utilizing logical
good decisions consequences (both positive
Belonging: achieved/sensed This approach recognizes and negative).
when students are given that the need for belonging
respect and attention, are is a major motivator of Dreikurs actually gave specific
involved in activities, and are students’ behavior and suggestions for how teachers
not mistreated should therefore be looked should speak with students,
Mistaken goals: these at as a possible reason for how to relate with them, and
include attention-seeking, misbehavior. how to encourage rather than
power seeking, revenge praise them.
seeking, and inadequacy;
happens when students don’t
feel sense of belonging
True discipline: Dreikurs’s
word for self-discipline
Lee & Marlene Assertive Tactics Hostile teachers: teachers This approach focuses on This approach emphasizes the
Canter that act as though students consistent, calm student- rights of the students (orderly
are their adversaries teacher interaction as a and calm classroom) and rights
Nonassertive teachers: means of classroom of the teachers (to teach
teachers that are very management. without any interruptions).
passive and inconsistent
Assertive teachers: teachers Another important thing is This approach included utilizing
that model appropriate that it acknowledges the a discipline hierarchy to lay out
behavior, have clear teacher’s need for parental the order in which corrective
expectations, set limits, are and administrative support actions will take place
encouraging, and build trust in managing children’s
Positive recognition: giving behavior.
students “sincere personal
attention” when they adhere
to expectations
(encouragement,
appreciation, notes, phone
calls, etc.)
William Glasser Choice Theory Prime student needs: This approach states that Teachers should be leaders, not
survival, belonging, power, children misbehave mostly bosses. This approach
fun, freedom; school must because they are frustrated encourages them to use
meet these needs in order or bored in the classroom noncoercive techniques.
for students to flourish and their needs are not
Choice theory: the being met. This approach has specific
acknowledgement that criteria for determining
everyone controls their own There are 7 Deadly Habits whether or not schoolwork is
behavior, that damage teacher- actually useful and worth the
Quality curriculum: a student relationships and 7 students’ time and effort.
curriculum that has topics Connecting Habits that
that will be useful to students strengthen them and help
and that they will enjoy form meaningful
Boss teachers: teachers that connections.
set standards for learning,
don’t ask for student input,
 and talk instead of
demonstrate.
Thomas Gordon Inner Self-Control I-messages: a way of stating This approach believes that This theory outlines things that
how you feel about a discipline in the classroom is act as roadblocks to
situation rather than blaming achieved when children are communication. These are
the other person supported in developing “giving orders, warning,
Coping mechanisms: fighting, self-control. preaching, advising, lecturing,
taking flight, submitting; criticizing, name calling,
activated when teachers try Teachers are encouraged to analyzing, praising, reassuring,
to control students use noncontrolling methods questioning, and withdrawing.”
Participatory classroom rather than rewards and
management: teachers and punishments. Examples of Discipline has six main parts:
students make decisions these are environment “influence rather than control,
about class matters together modifications and I- preventive skills, determining
Active listening: mirroring messages. who owns the problem,
what the other person is confrontive skills, helping skills,
saying to you without being and no-lose conflict
judgmental or making resolution.”
evaluations
Alfie Kohn Beyond Discipline Learning communities: a This approach is about This approach acknowledges
place where students feel classroom community and the shortcomings of the
valued, respected, and cared the importance of deep traditional approach to
for and are encouraged to learning, participation, and instruction.
care about one another student involvement.
Perspective taking: seeing It outlines specific criteria to
things from other people’s Emphasis is placed on active help teachers decide if
point of view and purposeful learning behavioral limits and structure
Constructivist theory: the rather than children being are valid or if they are
belief that students need to passive in the process. unnecessary and could be
learn from experience rather revised.
than directly from a teacher
Traditional instruction:
objective-focused instruction
in which the teacher chooses
 the curriculum, plans, and
teaches through lectures,
assignments, worksheets,
demonstration, guided
discussion, and tests

Reference

Charles, C.M. (2008). Building Classroom Discipline, 9th Ed. Pearson.