Comparing Educational Theorists

Abstract
When going into your own classroom as a transitional licensed teacher, theories are often overlooked. However, they are very important when developing a proper classroom management plan. Throughout the duration of this course, many theorists were introduced to give a broader insight and ideas as to how to create a successful classroom management plan. This paper will introduce two of those theorists, the ideas behind their theory, and ways I hope to introduce pieces of each theory into my own classroom. By doing this, I hope to become a more successful and prepared teacher as a way to better educate tomorrow’s leaders.

Throughout Education 320, many theorists have been discussed. Learning of these theorists has given myself an insight of how to become a better educator to the children in my classroom. There is no one theorist that I could truly say, “That is exactly how I want my class ran”, rather many ideas from several theorists that I can pick and choose to create a management plan that fits myself as a teacher. Teachers are always looking for new ideas to help create a more productive classroom management plan. Two theorists that I really enjoyed and could gather ideas from would be Thomas Gordon and B.F. Skinner. These two theorists are two of the more popular theorists, and for great reason. Their ideas are incorporated into many classrooms nation wide. The ideas between the two theories compare and contrast in many ways, and many of my ideas to use in the classroom come from both Gordon and Skinner. Thomas Gordon’s theory is Teacher Effectiveness Training. “Gordon has developed a classroom management model that focuses on character training rather than rewards and punishments. The focus of this method of managing student behavior is mutual respect and lack of dictatorship in the leadership role. Instead, the teacher is an equal with the students and manages behavior through mutual agreements and problem-solving.” (Wagaman) By showing respect to the students the teacher is promoting the student taking responsibility of his own behavior. In my opinion, you are asking the student to have the will power to control how they act in the classroom and in turn how to act outside of the classroom. I personally like the idea of having students take responsibility at the secondary level. High school is a time when students are known to take the next step in becoming a responsible adult. Many students begin driving, start their first job, or even commence their first serious relationship. All of these privileges come with responsibility. By teaching this idea in the classroom, one would hope that the students learn the proper way to grow and mature as a human being. However, there are times when rewarding students can help promote proper behavior as well. Many people, including myself, tend to work harder if there is a prize waiting at the end. From a personal stand point, at the end of the classes that I am required to take, I will receive my teaching certification. That alone is a great reward, yet, without proper self-control and motivation that would not be possible. As a teacher, I do not believe you want the students to constantly work towards a reward, but by placing rewards along the way the students can truly appreciate their dedication and hard work. B.F. Skinner introduced the theory of Behavior Modification. “Through the use of reinforcement, behavior modification techniques can develop a new behavior, maintain or strengthen an existing behavior, stop an inappropriate behavior or modify an emotional behavior.”(Aiger) This theory teaches rewards for proper behavior and consequences for misbehavior. The idea behind the theory is when a positive behavior is expressed that rewarding the action will promote the behavior to occur more often, and using consequences will prevent the behavior from occurring again. I believe this theory is great for elementary based teaching. At a young age, students often have not developed the proper parts of the brain to understand how to be self-responsible. By rewarding students at a young age, however, I believe the students can learn the difference between right and wrong and begin to teach themselves the difference as well. At the secondary level, this idea can become a great tool as well. I can really see this theory being used as a way to introduce students what is expected in the classroom. Students respond to each teacher differently, especially at the freshman level in high school. Coming from middle school, often freshman have trouble adapting to their new surroundings. I sometimes believe high school teachers often take for granted some of the upper level classes they teach and the way the students act. Freshman at Sullivan East come from three primary middle schools: Bluff City Middle School, Holston Valley Middle School, and Mary Hughes Middle School. Combining these three schools is a real culture shock for the students as their class size has tripled, new friends are made while some are lost, and they are new to the school. As a teacher, I feel you have to show these students what is to be expected. By rewarding these young students, they will understand what is required to be a successful student at the high school level. After a while you can slowly move away from the rewards system and into a self-motivation phase. When looking at these two theorists, one can see similarities. Both teach respect for the student as well as proper behavior in the classroom. How they acquire the proper behavior varies drastically, however. While Skinner promotes reward for good behavior, Gordon stresses self-control to enhance proper behavior. Both ideas will work, but the setting and grade level often dictates which theory will work the best. Gordon also introduces the use of “I” messages instead of “you” messages. This allows the teacher to tell a student that he is disappointed in the way the student is behaving as a way for the student to self-check his behavior in the classroom setting. Skinner’s theory states that if a student misbehaves then that student should be punished so the action does not occur in the classroom setting again. Both approaches attempt to gain control of the classroom, but the two vary in the way to gain the control drastically. In conclusion, Gordon and Skinner both have great ideas for a teacher to incorporate into their classroom. I chose these two because while they are similar in many areas, the basic understanding of each teaches two varying methods of acquiring the same goal. Classroom management is very important to a teacher’s success in their profession. Without the proper plan, classrooms can become very disorganized and hectic. “Educators have consistently rated discipline as one of the most serious obstacles to promoting effective teaching. In addition, classroom management has been cited as one of the most prevalent reasons for job burnout among first year teachers.” (Kratochwill) As a first year teacher last year, this became very prevalent during my time teaching. If a student is given an inch, he will try to take a mile. Luckily I did not have any major issues in my classroom, but I know in order to become the teacher I expect to be I will have to have a better classroom management set up. Without the proper management plan in place, I have set myself up for failure at some point and also placed myself in a hole that will be hard to climb out of. I am thankful of the support staff I have at Sullivan East, but even they can only do so much to help. Without properly preparing myself to become a better teacher, I only send the invitation to be challenged.
Bibliography
- Aiger, Alexis . "Behavior Modification." LIVESTRONG.COM - Lose Weight & Get Fit with Diet, Nutrition & Fitness Tools | LIVESTRONG.COM. Livestrong, 7 June 2010. Web. 27 June 2012. .
- Kratochwill, Tom. "Classroom Management." American Psychological Association (APA). N.p., n.d. Web. 27 June 2012. .
- Wagaman, Jennifer. "Using the Thomas Gordon Classroom Management Method | Suite101.com." Suite101.com: Online Magazine and Writers ' Network. N.p., 19 May 2010. Web. 27 June 2012. .

Bibliography: - Aiger, Alexis . "Behavior Modification." LIVESTRONG.COM - Lose Weight & Get Fit with Diet, Nutrition & Fitness Tools | LIVESTRONG.COM. Livestrong, 7 June 2010. Web. 27 June 2012. . - Kratochwill, Tom. "Classroom Management." American Psychological Association (APA). N.p., n.d. Web. 27 June 2012. . - Wagaman, Jennifer. "Using the Thomas Gordon Classroom Management Method | Suite101.com." Suite101.com: Online Magazine and Writers ' Network. N.p., 19 May 2010. Web. 27 June 2012. .