A. Motivation Principles Carol’s behavior of excessive talking off subject during lessons on topics that do not interest her is directly related to Glasser’s Choice Theory. Glasser believes that when any of the five basic needs (survival, to belong and be loved by others, to have power and importance, freedom and independence, and to have fun) are not met in the classroom, in Carol’s case it is fun, then negative behaviors can occur. Glasser also believes that when these needs are met, then students are well behaved and content. Because Carol feels that the lesson is “boring and useless”, her need to have fun is not being met and she therefore misbehaves and disrupts class and talk off topic (Charles, 1999). Most likely, Carol’s negative behavior has been reinforced by altering or reducing the duration of the lesson and this is why she continues to misbehave (ABI, 2010). A1. Antecedent Antecedent-based intervention (ABI) includes identifying the antecedent, recognizing the need to be fulfilled, and implementing methods to achieve desired outcomes through a functional behavior assessment (FBA). By utilizing a FBA, the path to achieving desired outcomes is clearly defined. The relationship between an antecedent and behavior is correlated with the environment that the student is a part of and can be directly related to a negative behavior. The antecedent in Carol’s case is clear: Carol feels the lesson is “boring and useless” which does not meet her need to have fun, and consequently leads directly to her negative behavior of talking off subject and thus interrupting the class. Because Carol is uninterested in the lesson, her need to have fun is not met and she disrupts the class using avoidance behavior (Charles, 1999; ABI... ... middle of paper ... ..., Y. (2002, Fall). Social cognitive theory and choice theory: A compatibility analysis. International Journal of Reality Therapy, XXII(1), 10-13. Retrieved from http://insdsg602-s13-manning.wikispaces.umb.edu/file/view/Social%20Cognitive%20Theory%20and%20Choice%20Theory.pdf/402822674/Social%20Cognitive%20Theory%20and%20Choice%20Theory.pdf Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Retrieved from https://online.vitalsource.com/#/books/9781452286754/pages/61650061 Sliwinski, D. (n.d.). Choice theory: A new look at how we behave. Retrieved from http://www.connermusic.org/band/wp-content/uploads/2010/09/choice.pdf Smith, E. (2012). Creating emotionally safe classroom environments. Retrieved from http://www.optimus-education.com/creating-emotionally-safe-classroom-environments
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practices within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices of classroom management.
A preference theory is a philosophical theory that the fulfilment of preferences is the only thing that matters in contributing to well-being. Well-being can be seen as what people ultimately want to achieve; the “ultimate good”1. In terms of preference theory, for you to reach the state of well-being then you must have your preferences satisfied. Preference theories can be split into two distinct categories, actual preference theory and ideal preference theory2. Actual preference theory deals with preferences people actually have, regardless of misinformation or irrationality, while ideal preference theory is interested in what we would “hypothetically” prefer, if we were completely informed and rational3. In this essay, I will be arguing against the account of well-being that actual preference theory posits, and attempt to prove that it is incorrect by showing that the fulfilment of preferences does not always have consequences that are conducive to well-being, and therefore that actual preference theory's account of well-being is ultimately wrong
Choice is defined as “an act of selecting or making a decision when faced with two or more possibilities” (Webster). In the Wachowski Brothers revolutionary film series The Matrix, Thomas “Neo” Anderson is faced with a decision that could, and eventually does, alter his life’s course drastically. Neo is offered the chance to live a blissfully ignorant life by way of the blue pill or the ability to learn a painful truth by way of the red pill. As “The One” so eloquently stated: “The problem is choice” (Wachowski). Yet, the dilemma I experience when faced with the same question is not choice but honesty. I believe that the person that I am would immediately choose the red pill; holding truth and a thirst
The decision-making model not as simple as selfish or self-interest, it’s the “theory of human choice based on scientific principles of observation and experiment”, but not “postulation and deduction” (page 397). Observation reflects it has been learned or acknowledged from patient look or research about the cause and effect, experiment means it has been thought, be consider the pros and cons. Even though it might not be think over and think through, it must be different than “creating something out of nothing”. There are four princi...
Rational choice theory, developed by Ronald Clarke and Derek Cornish in 1985, is a revival of Cesare Becca...
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
Green, Donald P. and Ian Shapiro. 1994. Pathologies of Rational Choice Theory: A Critique of Applications in Political Science. New Haven: Yale University Press
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral
Humans live in a world in which every day they encounter numerous choices. The way they decide and the outcomes of their decisions define their lives. Their day to day life essentially revolves around the choices they make. As a whole, a community benefits or suffers from the outcomes of its choices. Freedom of choice is the grant to an individual or community to make its own choices out of free will and without restrictions (Pereboom,2003). This is essay will discuss that though freedom choice leads to variety in life, it does not necessarily guarantee satisfaction. It will also argue that although some choice is undoubtedly better than none, more is not always better than less. It will then consider the implications of the paradox of choice for individuals in the market place and education, and for society in politics.
Howatt, W. A. (2001). The evolution of reality therapy to choice theory. International Journal Of Reality Therapy, 21(1), 7-12.
Kounin, J. Discipline and group management in classrooms. New York: Holt, Rinehart, and Winston, 1977.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.