Models of Management Comparison1

Models of Management Comparison¹

Building Classroom Discipline

C.M. Charles

I found that Jacob Kounin’s model has many relevant points that I would implement in my classroom. First, I believe that as a teacher, I would have to be aware of the entire classroom and students. So, I would position myself at an advantage point as often as possible to see the whole room and to move around between the students. While working with groups or individuals, I would glance up often and listen for unusual noise or quietness. Second, I would plan lessons and transitions so that they were smoothly paced. Students would have daily routines and warnings for transitions. In addition to this, I would have attention grabbers and avoid student boredom in order to maintain group interest. I would also use active learning and challenging activities by varying group and individual work, as well as teaching to the different learning styles.

Kounin’s model has its advantages in that it focuses mostly on the teacher’s behavior. In other words, it is easier to change one’s self than others. However, I do see some disadvantages. Although I believe prevention is necessary in classroom management and discipline, I feel that Kounin overlooks the importance of teachers having a formal behavior plan and monitoring system. I also feel that non-verbal methods should be used before a verbal desist correction of students’ misbehavior.

Of all the models I would like to implement the Fredric Jones’ model in my classroom, especially since it was fine-tuned with students with disabilities. His suggestion that the program should be taught during the first few weeks of class seems to me, a valid point. This way, the student’s would know what to expect upfront. I would pay close attention to my room arrangement so that I would have quick access to all students. I would have chores, such as caring for plants or animals, or passing out

materials to develop student responsibility. I would also implement Jones’ method of using limit-setting though body language with facial expressions and physical proximity. I would like to try responsibility training through incentive systems by giving preferred activity time and having the students choose a preferred activity. Although, first I would see if intrinsic motivators would be adequate for classroom management before implementing a token economy¹. With large classes, I see how efficient the “be positive, be brief, be gone” method for individual teacher help and so, I would like to try it with some sort of self-monitoring or TESA method.

An advantage that I appreciated about the model is that it would be easily implemented. It also has back-up systems. A disadvantage would be that not every student would want the same preferred activity. Jones suggests that preferred activities would be class or group choices. So, offering individual preferred activities would seem to be more difficult to monitor and it would defeat the purpose of the group concern. Also, regarding the brief teacher assistance, I can see how a student might avoid raising their hand because they’d know that the teacher would not help them for long or help them for only one step. This avoidance would have to be closely monitored and adaptations would have to be made for the student requiring more than just brief individual help.

Rudolf Dreikurs’ model focuses on democratic classroom structure, mistaken goal behavior and sense of belonging. I see similarities with Dreikurs and Jones’ models. Democracy is shown in both by decision-making with the class and teacher. Both Dreikurs and Jones agree that group effort should motivate a student’s behavior. One area of Dreikurs’ that I would implement would be that of logical consequences. This is

in line with Jones’ PAT, but adds consequences that are out of a “time-frame” or goofing off nature such as, not completing homework. I would also implement encouragers, not praise, to help students be intrinsically motivated and not be motivated to receive praise.

An advantage to Dreikurs’ model is that it works to help the student recognize the goals of their behavior. A disadvantage is that I can see how a student would use their misbehavior and the dialog that would follow as a way to gain more attention from the teacher. It would also take time from classroom instruction. On the other hand, as a teacher, I might use the model to guide lessons about learning social behavior skills and self-determination. I would also send home a handout about “Raising Children” to my student’s families.

William Glasser’s model focuses on students making choices about their behavior and behavior meeting basic needs. Teachers work to make learning fun, to create a sense of belonging and freedom for the students, and to empower students. I feel that I would implement Glasser’s ideas of fun, belonging, freedom, and empowerment. One thing that I would do would be to create interesting activities that students see as relevant and useful. This would stem from knowing the student’s preferences well. I would introduce the topic and guide the students to an appropriate assignment of their interest. I would also give choices related to the different learning styles. Students would be responsible for making up the rubric for their own assignment.

I appreciate the value of teaching children to understand that they have choices and the results of those choices, but with students with disabilities, especially behavior and emotional disorders, choices may not be something that they can control. Teachers need to be aware of this in their classrooms and find other strategies for helping these students. This is one disadvantage to Glasser’s model. Nevertheless, Glasser makes a valid plea for school reform. The advantages are that his model can be implemented gradually and used along with other models.

The Boys Town¹model of management is based on a plan by Edward J. Flanagan. This model focuses on social skills curriculum, teacher intervention, motivation systems, and administration intervention procedures. The model targets children at-risk and has been effective as a school-wide program. The relevant components that I would implement in my classroom behavior management system would be the social behaviors and skills taught as part of the academic curriculum. I would use the suggested simulations and scenarios as part of a hands-on strategy. I would discuss the rationales for each appropriate behavior with my students.

The advantage to the Boys Town model is that is has years of supporting documentation. Also, its strategies are carried over into the home. One disadvantage may be that even though students get to choose reinforcers, they do not get to help plan the rules or limits. I also feel that having a student write an essay about their misbehavior may make the student view writing as a punishment.

The Make Your Day² is a model of management that focuses on two basic rules. “No one has the right to interfere with the learning or safety or well-being of others,” and “do what is expected and do it the best that you can.” One aspect of the model that I would implement with my students would be the generic rules, once I engaged the students in rule making at the beginning of the year.

The disadvantage that I see with this model is that it does not seem easy to implement. What’s more, if I were teaching in a school with a high rate of student turnover, I would have to take time to teach those students the program. Although Make Your Day discusses students with disabilities, I wonder how implementation would work for students with limited English proficiency. I also feel that discipline should begin with abstract, intrinsic reinforcement and then move toward concrete, tangible reinforcers¹. An advantage that I see is that all adults are responsible for monitoring the students’ behavior. Also, the model offers more consistency in school-wide behavior management than individual teacher’s systems.