MANAGING THE PRIMARY ESL CLASSROOM

TSL 3109 WEEK 3

TASK:
Discuss how the studied approaches, theories and models would lead to effective classroom management. Simulate a situation in a classroom where the two approaches could be applied.

Authoritarian classroom management (Power Types and Power Bases)

Teachers who adopt the authoritarian approach to classroom management have full responsibility for regulating the classroom. They devise and enforce specific rules to control pupil behaviour in the classroom. They are entirely in power and deal forcefully and quickly with misbehaviour making the authoritarian approach models of classroom management power systems.

The common authoritarian models of classroom management are:

In this model teachers shape pupil behaviour through systematic i. Skinners reinforcement including rewards and behaviour modification model negative reinforcements. (Manning and Bucher, 2013)

ii. Jones positive classroom discipline

Emphasises the effectiveness and efficiency of teachers behaviour in getting pupils to get involved in the learning process. Manage their classrooms by providing engaging lessons, helping pupils with work problems and giving incentives to promote responsibility. Set clear limits and organise their classroom effectively (Hardin, 2008; Charles, 2002; Manning and Bucher, 2013)

iii. Canters assertive discipline

Lee and Marlene Canter believe that teachers and pupils have rights in the classroom. They expect teachers to be assertive, to set clear rules of behaviour and expectations, and enforce them calmly through a discipline hierarchy of consequences. Teachers have to communicate needs and requirements to pupils clearly and firmly, and respond with appropriate actions. They are to get pupils to fully comply to rules without violating the interest of the pupils (Hardin, 2008; Charles, 2002; Manning and Bucher, 2013)

Some of the possible limits and control enforced by authoritarians:

Pupils are assigned to seats where they have to sit during the lessons and usually for the whole term. Pupils are to be often quiet in the classroom and cannot interrupt the teachers. Pupils do very little verbal exchange and discussion and consequently do not get the chance to adopt and practice communication skills. Pupils are rarely given permission to leave the class (hall passes) and their excused absences are seldom accepted.

some of the possible limits and control enforced by authoritarians:

Pupils have to obey the rules without any question or face the consequences. Pupils are not taken on trips or other out of classroom events as these are considered as distractions to the learning process. Pupils hardly initiate any activity in the classroom. Pupils are not motivated or encouraged to set personal goals.

Behaviour modification (Skinner)

The behaviour modification approach is based on the ideas and work of Skinner. The basis of this approach are the assumptions that pupils will change their behaviour in order to get desired rewards (Larrivee, 2009). Teachers who adopt this approach believe that pupil behaviour can be changed by altering the consequences that follow their actions and behaviours. They use reinforcement principles systematically to change some aspect of educational practice or pupil behaviour.

Generally pupils can receive three types of consequences for their actions: positive and negative reinforcement to maintain or increase the occurrence of a desired behaviour; and punishments to discourage them from inappropriate actions.

 Positive reinforcement for desired behaviours include rewards such as praises, grades, stickers and tokens. Negative reinforcement include giving pupils extra weekend homework, denying visits or their seating arrangements changed. There are two levels of punishments which are labelled as Punishment I and Punishment II. Punishment I which involves undesirable stimulus such as a private reprimand, isolation or a trip to the headmasters office, is given to pupils who commit undesirable actions.

 Punishment II involves stricter actions of removing or withholding a desired or anticipated positive stimulus. For inappropriate behaviours, pupils can lose free time or be excluded from some fun activities as watching movies or using the computer for a specific period of time.

Both punishment I and II, can eliminate or decrease undesired pupil behaviours provided they are appropriately used.
The use of tokens is a reinforcement system whereby pupils earn tokens for their academic performance and positive classroom behaviours. These tokens can then be periodically exchanged for a desired activity or reward.