Classroom Management Theories Essay

There are numerous management theories that educators can align themselves with in order to form their professional philosophy. This essays purpose is to analyse three popular Classroom management theories and models used in Australian schools today. The Theories are Goal Centred Theory, Choice Theory and Assertive Discipline. A teacher relies heavily on their sound knowledge of pertinent theory to justify their teaching decisions; this knowledge is applied when forming classroom management plans. (Lyons, Ford and Slee, 2014)

Ruddolf Dreikurs’ was a psychologist and educator whose Psychoeducational theory ‘Goal Centred Theory’ (GCT) was heavily influenced by social psychologist Alfred Adler. (Lyons et al., 2014) Dreikurs shared the idea that

(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,

(Lyons et al., 2014), Choice Theory requires teachers to apply “non-coercive approach” to classroom management and advocates the inclusion of students when making curriculum and pedagogical decisions. (Charles, 2014) Gasser believed that in order for students to be interested in education, teachers should facilitate learning that engages students’ curiosity and that is authentic. (Brady, 2005) Highlighting a strong point of Choice Theory, Brady (2005) suggests students that actively contribute to classroom decisions, develop respect whilst meeting their need for security, love and belonging, power, fun, and