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chapter 7

Chapter 7 discusses various behavior management theories relevant to classroom management, including Dreikurs' reasons for misbehavior, Skinner's operant conditioning, Kounin's five key points for effective teaching, Gordon's focus on relationships, and Ginott's congruent communication. It also outlines legal principles related to school discipline and emphasizes the importance of consistent behavior management strategies, strong leadership, and practical classroom management techniques. The chapter concludes with strategies for recognizing and addressing unsuitable behavior and bullying.

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Shadrack Mashaba
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3 views

chapter 7

Chapter 7 discusses various behavior management theories relevant to classroom management, including Dreikurs' reasons for misbehavior, Skinner's operant conditioning, Kounin's five key points for effective teaching, Gordon's focus on relationships, and Ginott's congruent communication. It also outlines legal principles related to school discipline and emphasizes the importance of consistent behavior management strategies, strong leadership, and practical classroom management techniques. The chapter concludes with strategies for recognizing and addressing unsuitable behavior and bullying.

Uploaded by

Shadrack Mashaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Chapter 7

Teacher as a classroom manager

Behaviour management theories

1. Dreikurs suggests that behaviour is the result of an individual’s purposes. He


believes that it is possible to understand learner misbehaviour by recognising
4 reasons for misbehaviour:
 Getting attention
 Contesting power
 Seeking revenge
 Displaying inadequacy
 Always speak in positive terms
 Be democratic in classroom procedures
 Emphasize learner strengths while minimising weaknesses
 Encourage independence and the assumption of responsibility
 Show faith in learners
 Be optimistic and enthusiastic.
Skinner –theory of operant conditioning
 Operant conditioning was introduced by Skinner as an alternative to Pavlov’s
classical conditioning.
 Conditioning focuses on an automatic type of learning in which a stimulus
evokes response.
 Skinner suggested that behaviour can be changed by using positive and
negative reinforcement.
 Skinner advocated for immediate praise, feedback and reward when seeking
to change troublesome behaviour
 An example merit and demerit system that many schools employed

2. Kounin’s theory- is based on 5 points, namely wittiness, overlapping,


momentum, smoothness and group focus.
 Wittiness : describe a teacher’s awareness of what is going on in all areas of
the classroom at all times ; making eye contact with the learners all the time
and knowing each learner individually .
 Overlapping: the teacher’s ability to handle 2 classroom events at the same
time, instead of becoming engrossed in the one while neglecting the other.
For example, if some learners have completed an assignment, the teacher
should give them another task to go on with.
 Momentum: the teacher’s ability to have steady movement or pacing
throughout a lesson without allowing unproductive disruptions. Making
lessons focused and interesting, and not dwelling on minor aspects.
 Smoothness: a teacher’s ability to switch smoothly between learning activities.
Maintaining direction and not losing focus.
 Group focus: a teacher’s ability to keep all learners actively participating and
to create suspense or interest.

3. The central aspect of Gordon’s approach is the development of meaningful


and mutually beneficial relationships
-He rejects traditional models of reward and punishment since it is based on
asserting power
-Gordon focuses on how learners’ conflicts can be resolved in a way that will
improve their relationships with their teachers and peers.
- With transparent and honest communication and active listening people can find
solutions.
4. Ginott’s theory of congruent communication
- Congruent communication is open and in a harmony with learners feelings
about themselves and their situations.
-Focuses on the situation and not on the learner’s responsibility or character.
5. Rules, regulations and legal principles relevant to school discipline.
(Sources of law)
-Constitution of the republic of South Africa, 1996
-National Education policy Act27 of 1996
-South African schools Act 84 of 1996
-Children‘s Act of 2005
-The provincial acts of the respective provinces
Punishment and the Law
-Punishment is a facet of displine that involved taking action in response to
inappropriate behavior in order to correct or modify behavior

6. Improving the quality of learner


 A consistent approach to behavior management
 Strong school leadership
 Classroom management
 Rewards and sanctions
 Behaviour strategies and teaching of good behavior
 Staff development
 Learner support systems etc.

7. Unsuitable learner behavior and bullying


 How to recognize bullies and victims
 Preventing disciplinary problems
8. Practical classroom management strategies
 Agree on the classroom rules at the beginning of the year
 Check in with learners at the start of the class
 Be consistent
 Reinforce appropriate behavior
 Maintain learner dignity
 Be neutral ,not accusatory
 Look for the cause
 Get the learners attention
 Monitor and assist

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