Analyse the theories
There is no one, clear, universal explanation of how we learn or a subsequent guidebook as to how we should teach. Rather, there are a range of theories, each with their background in a different psychological and epistemological tradition. To understand learning then, we have to understand the theories and the rationale behind them. Following are some of the key theorist that have influenced the discipline of education.
Fredrick Jones (2000): theory is a non-adversarial method which requires that teacher’s help students learn to develop self-control. By employing appropriate body language, making use of an incentive system and efficiently assisting ...view middle of the document...
This approach to classroom management creates a safe space to learn, as mainly it is their space.
Edward Ford (1994): Responsible Thinking Process (RTP) if properly used, is designed to teach educators how to teach students to develop a sense of responsibility for their own lives and to respect the lives of everyone around them. This unique classroom discipline process is both non-manipulative and non-punitive. It creates mutual respect by teaching students how to think through what they are doing in relation to the rules of wherever they are. This gives students personal accountability for their actions. The key component of this classroom discipline process is its focus on how students can achieve their goals without getting in the way of others who are trying to do the same thing. In short, it teaches students how to respect others.
Jean Piaget (1983): Constructivist Learning Theory surrounds the cognitive development of children. Piaget believed children undergo stages of cognitive development that allows them to grow and develop as individuals.
Lee and Marlene Canter (1976): theory on Assertive Discipline states that rules and behaviour expectations must be clearly stated and enforced. Teachers are never to threaten students, but to promise fair consequences for improper behaviour. For this model to work, the teacher must use a firm voice and constant eye contact. This model places responsibility for bad student behaviour on the teacher.
Gordon Thomas (1974): Teacher Effectiveness Training (TET). What makes the difference between teaching that works and teaching that fails? The factor that contributes the most is the quality of the teacher-student relationship. It’s more important than what the teacher is teaching or who the teacher is trying to teach. T.E.T., offers teachers the essential communication and conflict resolution skills they need to have high quality relationships with their students so there will be less conflict and more teaching-learning time. This model has worked for hundreds of thousands of teachers around the world.
Jacob Kounins (1970): determined that the mastery of classroom management must include the ability to teach to the learning style of the group instead of the individual, and organizing of lessons and teaching methods. The goal of classroom management is to create an environment which not only stimulates student learning but also motivates students to learn. Kounin’s approach is in line with both Glasser and Kohn as he also posits that the keys to successful classroom management is in preventing management problems from occurring in the first place by putting into place good organization and planning.
Applied Behaviour Analysis (1968): previously known as Behaviour Modification is the science of human behaviour and became widespread use in 1968. The best definition available is still the one written about in 1968 by Baer, Wolf, & Risley: “Applied Behaviour Analysis is the process of...