Critiquing Relevant Theoretical Models

A Critique of Relevant Theoretical Models

After establishing an evolving person pedagogical stance it is important to be able to support your educational philosophies with relevant theoretical models. As a teacher there are many classroom management theories, and it can be hard to find the most appropriate theory or theories. The best and most relevant theoretical model/s that you can attain are the ones that envelope the theoretical principles and approaches that complement and have strong coherence with your personal pedagogical stance (Lyons , Ford , & Arthur-Kelly, 2011).

After establishing my pedagogical philosophy and classroom management practice it is evident that the model of Group Management (La Trobe University) and it’s underlying theories and theorists will influence my teaching the most. By critiquing these relevant theoretical models I will not only be able to develop a deeper understanding of each theory but also a deeper understanding of my personal pedagogical philosophy. By having a sound understanding of theoretical models you will be able to “teach better, and to explain and justify your teaching decisions to students, parents, colleagues and your supervisors. (Lyons , Ford , & Arthur-Kelly, 2011, p. 3)”

The Group management theory also known as the psychoeducational theory (Lyons , Ford , & Arthur-Kelly, 2011) looks at theorists such Rudolf Driekurs’ Goal Centered Theory and William Glasser’s Choice Theory. It highlights that people have needs, and their behavior is generated in an attempt to have these needs met (Henley, 2005). Teachers are encouraged to differentiate individual students from their (mis)behaviours and facilitate the needs of the student by creating a supportive and democratic society (La Trobe University).

Dreikur’s and Glasser’s theories are based on the principles of psychologist Alfred Adler, an early twentieth century psychiatrist who emphasizes the importance in “guiding the child” rather then controlling them (Adler, 2013).

Rudolf Dreikurs: Goal Centered Theory.

Dreikurs Goal Centered Theory places an importance on the role both the teacher and school plays in encouraging students to live within a democratic society (La Trobe University). Dreikur believes students have needs, and their behavior is generated in an attempt to have these needs met (Henley, 2005). As a teacher it is our job to assist the student in identifying these needs and to help the student make logical choices about their behaviour (La Trobe University).

Goal Centered Theory Principles

Dreikur has four main behavior principles or goals these being:

“Humans are social beings and their basic motivation is to belong” (La Trobe University).
“All behavior has a purpose” (La Trobe University).
“Humans are decision-making organisms” (La Trobe University).
“Humans only perceive reality and this perception may be mistaken or biased” (La Trobe University).

These priciples are successful through the use of logical consequences rather than reward or punishment and the use of enhancing constructive behavior rather than coercive discipline. This is because when the teacher punishes the child, the child’s reaction is to punish the teacher (Dreikurs & Cassel, 1991, p. 60).

Goal Centered Theory Positive Practices

This theory gives students the opportunity to take self-control of their own behavior rather then being controlled through obedience or fear. It builds democracy and a sense of equality whilst fostering and ensuring the child’s basic needs be met (Gilman, Huebne, & Furlong, 2009). By doing this cooperative learning strategies can be established and a positive rapport can be built ultimately stopping and/or preventing deteriorating relationships and misbehavior (Lyons , Ford , & Arthur-Kelly, 2011). This method is adaptable being accommodative and flexible when responding to misbehaviours (Lyons , Ford , & Arthur-Kelly, 2011). By identifying different levels of misbehavior and breaking them down into Dreikurs four behavior goals, (Escalating in this order they are attention-seeking behavior, power-seeking behavior, revenge and ultimately avoiding failure through withdrawal (Dreikurs & Cassel, 1991)) teachers are able to recognize what is motivating the students misbehaviour and what it is trying to achieve and can act upon assisting the student to understand and acknowledge it in a democratic rather than oppressing way.

Goal Centered Theory Challenges and Criticisms

Whilst I strongly support this method it does have its flaws. The Goal Centered Theory centers its self on the belief that all individuals want to feel a sense of belonging (La Trobe University). However some individuals may not have this need and may not seek out group belonging. Some individuals may also make it hard for the teacher to identify their motives this may be due to the students inability to know themselves what these motives are, due to lack of articulation or through unwillingness or manipulation (Lyons , Ford , & Arthur-Kelly, 2011). In order to build a democratic classroom there is a large responsibility placed on the students to have respect and “moral competency” (Lyons , Ford , & Arthur-Kelly, 2011, p. 8) however some students may not be capable of this. For a child of very challenging nature this theory may be challenging for the teacher as a student who does not feel a need to belong will not respond to the preventative and managing strategies. With no respect for democracy and no punishment being implemented they may regress as they believe there are no consequences for their actions (Lyons , Ford , & Arthur-Kelly, 2011).

William Glasser: Choice Theory.

This theory is based on the idea that all individual behaviours are attempts to “satisfy present and future needs” (Lyons , Ford , & Arthur-Kelly, 2011). Similar to Dreikurs Goal Centered Theory, The Choice Theory steers away from the use of coercive power (Lyons , Ford , & Arthur-Kelly, 2011). This theory encourages the teacher to lead their class rather then boss their students. This is done by creating an environment within the classroom and school that supports the students through encompassing them in a world that is both nurturing and relatable (Lyons , Ford , & Arthur-Kelly, 2011). This environment ultimately helps direct and guide the students behavior. With in this environment teachers emphasise the importance of choices. “we make choices that help us get along with people in our lives, and we make choices that harm us and the relationships in our lives” (Glasser). “A person can make the proper choices and take greater responsibility for their actions by asking themselves the following questions”: What do you want? What are you doing to achieve what you want? Is it working? What are your plans or options? (Classroom Management Theorists and Theories/William Glasser).

William Glasser Choice Theory Principles

It is believed the Choice Theory Principles is driven by four human embedded psychological needs, these being the need to belong, the need for power, the need for freedom, and the need for fun. (Glasser, "Choice theory" and student success, 1997).

Glassers principles follow five main priciples.

“All student behaviours are directed towards needs satisfaction, principally belonging, control, freedom and fun. These needs are not exclusive and behaviours may satisfy multiple needs to varying degrees at the same time” (Lyons , Ford , & Arthur-Kelly, 2011).
“Teachers should ‘lead’ students towards their ‘quality worlds’ where their needs are best satisfied through appropriate behavioural choices, by creating a quality school” (Lyons , Ford , & Arthur-Kelly, 2011).
Choice Theory takes a democratic and developmental method rather than a coercive approach to behaviour management (Lyons , Ford , & Arthur-Kelly, 2011).
All behaviours are internally motivated. Only the individual can control where and how this motivation is directed and applied (Lyons , Ford , & Arthur-Kelly, 2011).
Student boredom, frustration and inappropriate behaviours in schools are a product of learning environments which fail to satisfy basic needs through appropriate behaviours (Lyons , Ford , & Arthur-Kelly, 2011).

William Glasser Choice Positve Practices

Positive learning environments can be achieved using this theory. This can be done by recognising and responding to students basic needs, by doing this respect and positive relationships can be built, students believe "You care about us.", "And now you give us choices and work we like to do" (Glasser, "Choice theory" and student success, 1997). Through this sense of trust relationships can be built on and teachers can engage with individual students in problem solving behavior (Lyons , Ford , & Arthur-Kelly, 2011). As educators supporting students to make a better choice they are reafirming that one can only control oneself. Through this educators and students will begin to recognise everyone’s basic needs and the necessity in fulfilling those needs in an environment that fosters caring and respect for all. As a teacher by using this theory you ensure students attain self-awareness and esteem to make better choices for themselves. This approach not only helps maintain classroom behavior but it also helps students out of school as they learn to assess each choice they make and have the ability to weigh up the consequences of their choice (Glasser, "Choice theory" and student success, 1997).

William Glasser Choice Challenges and Criticisms

Whilst it is important to take a democratic approach some criticisms and challenges could be made about this theory. By giving students the freedom of choice teachers run a high risk, if relationships and the environment have not been established the students may continually make the wrong choice (Glasser, "Choice theory" and student success, 1997). There is very little on how this theory can manage the present misbehavior focusing mainly how to rebuild the relationship. This approach also takes a considerable amount of time and effort to implement and with results focusing on long term change teachers may be come disheartened with a lack of result and also immediate pressing issues have no way of being managed or addressed (Lyons , Ford , & Arthur-Kelly, 2011).

Whilst my pedagogical principles are largely based around Dreikurs and Glassiers theories two theories put forward by Australian authors also appear to be relevant. These two theries were put forward by Bill Rogers and Ramon Lewis.

Bill Rogers: Positive Behaviour Leadership Model.

Bill Rogers is an educational consultant who lectures widely on discipline and behaviour management issues. Rogers model believes that students should be accountable for their own bahaviour (Lyons , Ford , & Arthur-Kelly, 2011). Rogers emphasises the importance of preventative measures, he believes in the importance of a clear discipline plan and making sure you as the teacher take the correct action plan for each misbehaviour. Some of his strategies include ensuring you establish rules with your students and the associated consequences if these rules are broken, A hierarchy of action plans should be included into these consequences plan. Regular classroom meetings and conflict resolution plans should be incorporated with in your classroom. All these points help to establish a democratic classroom. Rogers also emphasises the importance of a decisive teaching style and the appropriate use of corrective action more each type of misbehaviour. These can include tactical ignoring, simple directions, positive reinforcement, question feedback, rule reminders and simple choice (Lyons , Ford , & Arthur-Kelly, 2011).

Some critiques believe rogers provides to many management strategies and needing to consolidate his theory and management plans. He has also been criticizes for looking, more at the management of behavior rather than the cause (Lyons , Ford , & Arthur-Kelly, 2011). In saying this these a minor points as Rogers theory is widely supported and heavily implemented through out Australian schools.

Ramon Lewis:

Developmental Management Approach.

Ramon Lewis Developmental management approach is an evidenced based theory that focuses on the concerns of increasing aggression from teachers in regards to misbehaving students. Lewis believes a positive productive classroom can only be created through a sound classroom management approach (Lyons , Ford , & Arthur-Kelly, 2011). In 1991 Lewis wrote about three different types of teaching management techniques these Influence, Model of control and Group management (La Trobe University). Lewis also categorises students into four assigned responses. These categories are:

Category A – Students who respond to the curriculum and require only non verbal and verbal hinting.

Category B – Students who are occasionally distracted and distracting. These students require a more assertive use of consequences.

Category C – Students whose behaviors cause isolation and need individual discussion.

Category D – Students who constantly misbehave and require instructional and therapeutic responses.

Lewis’ theory is well researched and is praised in helping teachers understand managing strategies for students with more challenging behaviours (Lyons , Ford , & Arthur-Kelly, 2011).

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By critiquing these relevant models it is evident that all these theories have positive and some negative aspects to them. Choosing an appropriate model of classroom management to help achieve my personal pedagogical stance is a complicated and multifaceted gestalt (Henley, 2005). Whilst it is recommended, especially for beginning teachers to take the “simple approach (Lyons , Ford , & Arthur-Kelly, 2011, p. 32)” and chose one classroom management theory I believe I will take the “hybrid approach (Lyons , Ford , & Arthur-Kelly, 2011, p. 32)”. By doing this I will develop my own classroom management plan by interconnecting compatible elements of the theories discussed above.

Using the “hybrid approach (Lyons , Ford , & Arthur-Kelly, 2011, p. 32)” can be said to hinder the integrity of the individual theories. Intertwining different theorists ideas can lead to contradiction and counteraction. However by being aware of this and using theories that all pool under The Group management theory I am able to personalise and tailor a classroom theory to specifically meet the needs of my pedagogical stance and the changing environment I will find myself using it in.

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