TSL 3093

MANAGING THE PRIMARY ESL CLASSROOM

TASK 1
CLASSROOM MANAGEMENT THEORIES
Compare and contrast on the two theories researched and present the findings.
1) THEORIES OF DEMOCRATIC TEACHING (RUDOLF DREIKURS)
2) THEORIES OF CONGRUENT COMMUNICATION (HAIM GINOTT)
Prepared by :
Renuka d/o Kuna Saikaran
Izzat bin Ismail
Amanina Zahirah bt Zulkifle

DEMOCRATIC TEACHING

CONGRUENT COMMUNICATION

According to Dreikurs as cited in (Charles,

2011) students-indeed all human have a
powerful inborn needs for belonging.

According to Ginott as cited in (Charles,

2011,) congruent communication occurs
when it is harmonious with students feelings
about situation and themselves.

According to Dreikurs as cited in (Goh, 2005)

pupils misbehave because their needs are
not met.

According to Ginott in his book Teacher and

Child (1971), learning always takes place in
the present tense and it is intensely
personal to students.

STRATEGIES
DEMOCRATIC TEACHING
Teacher should :

CONGRUENT
COMMUNICATION
Teacher should :

Be non-autocratic figure in the classroom

Express anger appropriately

Develop pupils self-control by providing

lessons which trigger their social interest

Invite cooperation

Provide a teaching environment that

supports students sense of
belonging/needs.

Accept and acknowledge pupils

feelings/comments

Come up with a set of classroom rules as a

group through classroom meetings.

Not use sarcasm/labeling the pupils

Support responsibility and

independence through freedom of
decision making to avoid punishment

Use direction as a mean of correction

Identify and overcome mistaken goals of

pupils:

Confer dignity on their students

Revenge-seeking
Power-seeking
Attention-getting
Feeling inadequate
Encourage pupils to strive for improvement
instead of perfection

Respect pupils privacy

Use laconic language
Use appreciative praise instead of
evaluative praise
Avoid using Why Questions
Use sane messages to address particular
situations

STRENGTHS
DEMOCRATIC TEACHING
(Promotes)

Mutual respect and

communication
Praise and
encouragement that
supports learning
Production of better
results through logical
consequences rather than
punishment
Awareness on the motives

CONGRUENT COMMUNICATION
(Promotes)

Positive treatment, acceptance

and acknowledgement
Positive self esteem by to take
responsibility for their behavior
Incorporation into other
teaching methods
Abolishes traditional teacher
roles

WEAKNESSES
DEMOCRATIC TEACHING

Difficult for teachers to identify and understand

motives for all misbehaviours.
Unable to provide logical consequences for all
misbehaviours.
Teachers who are inherently autocratic or permissive
might have difficulty adopting democratic
perspectives.

CONGRUENT
COMMUNICATION

Lack comprehensive
and cohesive model
Less effective in
dealing with severe
behaviour infractions

PRACTICALITY
Situation
In an English classroom, the teacher is conducting a writing
lesson with a Year 2 class. Pali who is a new pupil has been
causing problem with the teachers such as interrupting during
the lesson and disturbing other pupils. Then, he was grouped
together with a well-performing pupil for a writing task. He also
refuses to take part and participate with his group member. In
fact, he took that as an opportunity to tease his classmates. For
instance, Pali does not wants to construct sentences using
adjectives, but uses adjectives that were taught such as fat and
black to bully his classmates.

 Pali had displayed two

goals :
Implication
ofmistaken
Democratic
Teaching
Seeking Attention (seeking to belong and be recognized)
- He is not getting the recognition that he deserves to be in the
classroom. In order to be recognised, he seeks for attention by
misbehaving
Feeling Inadequate (helplessness and withdrawal from language
activities)
-In this situation, he lost all initiative of ever trying to belong to
the
group and tries not to participate.

The teacher could :

Move the student away from the other

pupils by distracting him with other things
such as asking him to do certain things in
front of the class by offering stickers. For
instance, Pali is required to construct
sentences by writing it on the white board
and read it aloud to the whole class.

Implication of Congruent
Communication
The teacher could:

Use clear communication in order to make the students feel accepted and understand.
Example : I would love if everyone can work together in order to complete the given task.

Use sane message to address the students behaviour rather than addressing the student itself.
Example : I will like to see every single of you cooperating together in doing the task.

Use guidance than criticism.

Example : The task will be easier if everyone contribute in completing the given task. If youre having
difficulties, tell me and I will help you.

Avoid using punishment

Example : I am waiting to award you with the EXCELLENT badge for your kind cooperation, dear students.

Does these theories appeal to you?

Based on the similarities :

Imply democratic approaches

Shared decision making process

Promote self-discipline

Focus on constructive behavior using alternative discipline strategies

Foster non-punitive teaching environment

THANK YOU!

References
Tauber, R. (2007). Classroom Management: Sound Theory and Effective Practice (4th ed.).
Westport, Conn: Praeger.
Rodado, M. (2015). Classroom Management Plan.
Retrieved 5 February 2015, from http://web.calstatela.edu/faculty/jshindl/cm/
maria%20rodado%20CMP.html
Charles, C., & Senter, G. (2005).Elementary Classroom Management
(4th ed.). United States of America: Pearson.
Hardin, C. (2008). Effective Classroom Management: Models and Strategies for Today's Classroom
(2nd ed.). Upper Saddle River, New Jersey: Pearson.