Classroom management plan d.cook

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Information about Classroom management plan d.cook

Published on March 1, 2014

Author: dcooklhc



A personal classroom management plan.

Denise Cook Licking Heights Art

To help students reach their creative potential and give them an opportunity to reach their own personal success and enjoy the love learning something new.

B.F. Skinner (Positive reinforcement and behavior modification) Logic: Learning is powerfully affected by reinforcing stimuli, received just after an act is performed. Behavior can be shaped in desired directions by applying reinforcement systematically. Human learned behavior is explainable in terms of behaviors reinforced and not reinforced. Contributions: Formulated principles of learning based on scientific knowledge about reinforcement. Showed how to teach complex behavior through application of reinforcement. Provided the scientific principles upon which behavior modification was developed.

  Born in Pennsylvania in 1904, psychologist B.F. Skinner began working on ideas of human behavior after earning his doctorate from Harvard. Skinner's works include The Behavior of Organisms (1938) and a novel based on his theories Walden Two (1948). He explored behaviorism in relation to society in later books, including Beyond Freedom and Human Dignity (1971). Skinner died in Massachusetts in 1990. B F Skinner video

Jacob Kounin (Management was more effective than punishment ) Logic: Management techniques, more than anything else, promote desirable classroom behavior. Quality management techniques are evident in the behavior of outstanding teachers. Misbehavior is best controlled by teachers’ keeping students actively engaged in activities. Contributions: Demonstrated the positive effects of classroom management on students behavior. Identified specific teaching techniques that help, and hinder, classroom discipline. Showed that technique, not teacher personality is most crucial to classroom control.

   Jacob Kounin was born in Cleveland, Ohio in 1912. He graduated in 1939 with doctorate degree from Iowa State University. Kounin began his work as an educational psychologist at Wayne State University in 1946. Kounin wanted to focus on integrating learning and discipline in the classroom because prior theorists kept the two completely separated. Kounin's work is summarized in his book Discipline and Group Management in Classrooms. His work was done primarily in the 1970s. Kounin was originally doing research on how a teacher handles misbehavior after it occurred, but he quickly realized that it was more important to study how the teacher was handling the class from the very beginning. Overall Kounin wanted to focus on preventative classroom management techniques. Jacov Kounin video

C.M. Charles (Energize class through activities that interest and motivate students) Logic: Learning occurs best when schoolwork is enjoyable and compatible with student needs. Synergetic teaching procedures active student involvement with little misbehavior. Misbehavior is best corrected by dealing with its causes, in a dignified helpful manner. Contributions: A way of teaching that produces high energy and satisfaction for teachers and students. A unified approach to teaching discipline that helps students function best. A strategy of discipline that prevents and redirects misbehavior by attending to its causes.

C.M. Charles is a globally recognized leader in teacher education, with more than 50 years’ experience in the field. He received a Ph.D. in Curriculum and Educational Psychology from the University of New Mexico in 1961. He has been a faculty member at Teachers College-Columbia University and Pepperdine University, and is currently professor emeritus at San Diego State University. Dr. Charles has been recognized with numerous awards and has consulted with international governments on education and curriculum. He has written more than 25 books; his most popular work, Building Classroom Discipline, will soon be published in its ninth edition. C M Charles Theory

  Preventive  Make your curriculum as worthwhile and enjoyable as possible Be pleasant and helpful Continually emphasize good manners, self respect, and respect for others.  Supportive    Use signals directed to a student needing support. Show interest in student work. Ask cheerful questions or make favorable comments Acknowledge good behavior in appropriate ways and at appropriate times.  Corrective      Stop disruptive misbehavior. It is usually best not to ignore Remain calm and speak in a matter-of-fact manner If necessary, talk with students privately about misbehavior.

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