Classroom Managment Theories
Goal Centered Theory (Rudolf Dreikurs)
Goal Centered Theory entails educators to inquire about wants based clarifications designed for why scholars are encouraged to behave badly and discuss options on behalf of the scholars wants to be met. This involves educators to differentiate each scholar from their misconducts. To applying goal centered theory an educator should: employ the entire group of scholars in conversation regarding performance; offer alternatives, apply ordinary and reasonable outcomes, not castigation.
Not all scholars might not be mainly inspired to inquire about groups. Individuals can and may deny and/or hide their motive/s to misbehave, i.e. some younger students are unable to recognize and/or articulate their motives, and some older children are unwilling to do so. On the other hand, teachers may not have the training to recognize complex motives for behaving in particular ways and may make naive judgments. For a classroom (or school) to be a democratic milieu, equity and fairness must prevail, but teachers have a greater duty of care, level of responsibility and accountability than do students. The reasonable engagement of an individual in a democratic milieu requires a reasonable moral competency, but some students may not be so competent. GCT is not compatible with more autocratic approaches to student discipline, and may be very difficult to enact in the face of very challenging students and/or a lack of acceptance or support from other school community members. It also lacks a sound base in evidence as to its effectiveness.
Choice Theory (William Glasser)
Choice Theory is a neo-Adlerian psycho educational theory based on the notion that all behaviors are an individual’s best attempts to satisfy present and future needs, i.e. survival needs, belonging, power, freedom and fun. In the educational context, it is primarily a preventative approach to classroom management which guides teachers to lead (rather than boss) their
Goal Centered Theory entails educators to inquire about wants based clarifications designed for why scholars are encouraged to behave badly and discuss options on behalf of the scholars wants to be met. This involves educators to differentiate each scholar from their misconducts. To applying goal centered theory an educator should: employ the entire group of scholars in conversation regarding performance; offer alternatives, apply ordinary and reasonable outcomes, not castigation.
Not all scholars might not be mainly inspired to inquire about groups. Individuals can and may deny and/or hide their motive/s to misbehave, i.e. some younger students are unable to recognize and/or articulate their motives, and some older children are unwilling to do so. On the other hand, teachers may not have the training to recognize complex motives for behaving in particular ways and may make naive judgments. For a classroom (or school) to be a democratic milieu, equity and fairness must prevail, but teachers have a greater duty of care, level of responsibility and accountability than do students. The reasonable engagement of an individual in a democratic milieu requires a reasonable moral competency, but some students may not be so competent. GCT is not compatible with more autocratic approaches to student discipline, and may be very difficult to enact in the face of very challenging students and/or a lack of acceptance or support from other school community members. It also lacks a sound base in evidence as to its effectiveness.
Choice Theory (William Glasser)
Choice Theory is a neo-Adlerian psycho educational theory based on the notion that all behaviors are an individual’s best attempts to satisfy present and future needs, i.e. survival needs, belonging, power, freedom and fun. In the educational context, it is primarily a preventative approach to classroom management which guides teachers to lead (rather than boss) their