1.

0 Theories of Democratic teaching

Dreikurs suggested that behaviour is a result of individuals purposes. We do not
simply react to forces that confront us from the outside world. Our behaviour is the result of
our own biased interpretations of the world. We do not act according to the reality that
surrounds us, but rather according to our own subjective assessment of it. Dreikurs
suggested that behaviour is a result of individuals purposes. We do not simply react to
forces that confront us from the outside world. Our behaviour is the result of our own biased
interpretations of the world. We do not act according to the reality that surrounds us, but
rather according to our own subjective assessment of it. Unfortunately, when situations are
open to personal interpretations, individuals make unavoidable mistakes in perception.
When we choose how to behave, we almost never have all the facts we need to make
adequate choices. Therefore, our choices are subjective. Only a few people investigate the
conditions present in particular situations. We make assumptions and believe that these
assumptions are true. Human beings all have a need to belong and be accepted. When a
student is unsuccessful in obtaining acceptance, a pattern of misbehaviour begins. All
misbehaviour is the result of a childs mistaken assumption about how to find a place and
gain status.
Dreikurs did not believe in the use of punishment, reinforcement or praise. Instead,
he believes that natural/logical consequences and the process of encouragement are the
most useful techniques for preventing discipline problems (Lee, 2010). As an example if a
student is late for the class, the teacher may keep him/her after school as a punishment. The
teacher also may ask the student to wait at the door until she receives a signal that his/her
late arrival will no longer disturb the class (logical consequence). Praise vs. Encouragement
According to Dreikurs, encouragement is more important than any other aspect of child
raising because a misbehaving child is a discouraged child. Encouragement corresponds so
well to childrens goals. Children seek approval and encouragement is a legitimate way to do
it. Encouragement focuses on effort rather than achievement, so it gives positive feedback to
children who are trying hard but may be unsuccessful. Encouragement motivates them to
continue trying. Praise is very different from encouragement. It focuses on the level of
achievement. As an example, if a student did well in his/her exam and the teacher give
him/her a reward is a form of praise. However, if encouragement is given instead of praise
will acknowledge the students effort which he/she put to excel in exam.
Democratic classrooms and teaching styles gives opportunity for the students to
participate in the teaching and learning process and the power is not restricted for teacher

only (authoritative). Other than that, mutual respect motivates students to behave
constructively and this occurs out of their heightened sense of social interest. Weaknesses
of this theory is might be difficult for teachers to identify and understand students reasons
for misbehaving and teachers may not be able to respond properly and to provide logical
consequences for all misbehaviour. Furthermore, some deep emotional problems that lead
to serious feeling of inadequacy or to elaborate plan for revenge might require professional
counselling skills.

2.0 Theories of Instructional Management

Kounins theory on classroom management and discipline (Kounin,1970) is important

because without some idea on how to control the pupils in an ESL classroom, there will be
chaos. The most important aspect of teaching pupils is classroom management and
teachers cannot successfully teach a language class if they are not in control.

From his studies, Kounin developed theories about classroom management that
were based around a teachers ability to organize and plan in their classrooms while using
proactive behaviour and high student involvement. He believed that in order for a teacher to
have an effective connection between management and teaching, there needed to be good
Lesson Movement. This Lesson Movement is achieved through withitness, overlapping,
momentum, smoothness, and group focus.

Withitness was Kounins word to describe a teachers ability to know what was going
on at all times in his/her classroom. This can be as simple as making scanning looks around
the room every once in awhile. Kounin said that is was not necessary for the teacher to know
what is going on, but for the students to perceive that the teacher knows. Overlapping is the
ability for a teacher to in a word, multi-task. Being able to present a new topic while
preventing misbehaviours is essential for a teacher. The concept of overlapping ties into the
idea of withitness as well. Momentum is the flow of a lesson. A teacher must be able to rollwith-the-punches in acknowledging that things might go wrong and being able to fluidly
adapt and continue onward despite distractions and disruptions. An example of this would be
a student late for the class interrupts or technology that is being used goes wrong.
Smoothness is also highly related to momentum. Being able to keep on track without getting
on tangents as well as being diverted by irrelevant questions or information is important.
Many times, a teacher can get distracted and leave a topic open and not come back to it
until later, which can be confusing to students. Another thing that can ruin smoothness is
when a teacher does not have a plan or course of action, it can seem as though the lecture
is jumping from one topic to the next.

The final aspect that results in Lesson Movement and effective teaching through
integrating management and learning is group focus. Group focus is the ability of a teacher
to engage the whole class using techniques such as building suspense or asking community
questions. This can also look like asking random questions, or asking a student a question

and then looking around at other students to see if they are thinking or ready to respond.
These are the main theories and history of Jacob Kounin.

There are advantages and disadvantages of Kounins Instructional management.

This instructional management help teachers to handle discipline problems in the classroom.
Other than that, teacher detects inappropriate behaviours of students earlier and accurately.
However, this instructional method also do have some disadvantages such as students do
not learn a lesson from the use of desist because the desists are used to stop behaviours
immediately rather than to teach a more appropriate way to behave (Reid, 2009).
Furthermore, this model does not address the issue of teaching learners to discipline
themselves.

In an elementary setting, the teacher could pair up the class in groups of 3-5 students
and assign a team name. The teacher could have a visual of a pocket chart to show where that
group will be during the time granted. For example, a pink card for Suzy, Bobbie, and Billy could
stand for the Phonics station. A green card could stand for Lizzy, Gary, and Greg to be at the
Math station. The time could be set for 30 minutes. Once the time has elapsed the students
would be instructed of how to rotate. The teacher must not remain idle at any time. This should
be used as reinforcement or enrichment of the content in which the teacher has already covered
the material and could informally assess understanding and application of content. The centers
assure the five strategies by having directions at each center, a visual to state where students
should be after the time is up, and a way for teachers to actively listen to concerns or speedbumps that are holding them back. The teacher should make each centre as kinaesthetic as
possible with many manipulative at each station such as magnetic letters for spelling centre, dice
or play money for Math. It is very important that elementary instructors maintain their energy and
enthusiasm when presenting to their students.

3.0 Theories of Congruent Communication

Haim Ginott believes that effective classroom management depends a lot on the way
in which the teacher interacts with students. It is believed that the teacher is a decisive
element in the classroom, who can shape students in anyway depending on the teachers
behaviour. Ginott promotes the use of congruent messages and to respect students as they
are for effective classroom management (Charles, 2014).
Ginotts theories combined setting limits and using compassion with congruent
communication as the key tool. He believed that there was no such thing as an unacceptable
child, only unacceptable behaviours. He encouraged parents and teacher to set clear boundaries
for behaviours while acknowledging and exploring emotions (feelings). Because Ginott believed
that there was only unacceptable behaviour he encourages parents and teachers to avoid using
personal identification when addressing interactions. For example if a student is continuously
talking in class it is better not to say why are you always talking, I told you to stop talking.
According to Ginott it would be better to say I am hearing a lot of talking that is disrupting the
class. By using removing the you statements and replacing them with I statements you can
address the situation without attacking or criticizing the student. Another of Ginotts beliefs was
that it is important to attach rules to objects. He believed that children are supported by strict
boundaries and rules. Similar to I statements, it is important to talk about the object and the rule
while not criticizing the child. An example would be to say A bed is not for jumping. In the
classroom Ginott believed that teachers had complete power through communication to influence
classroom situations, whether in a positive or negative way. In order for teacher to make a
positive impact, Ginotts stated three things:
(a) The teacher must model communication that is congruent with students emotions and
surroundings.
(b) The teacher must include cooperative learning.
(c) it is important to use discipline in place of punishment.
By actively doing these three things teachers can create an environment with congruent
communication. Ginotts theories were very popular during the 1970s and are still influential
today. His congruent communication has had a positive impact on many classrooms. He helped
teachers and parents to better communicate and work together.

Congruent communication fosters positive communication and positive relationships

between students and teachers. Other than that, this theory cannot be used during violent
situation where students are not able to listen to the teachers.
The main principles of Ginotts theories as they relate to implementation in a classroom
include asking questions and listening to students, brevity, acceptance, and respect. In an ideal
classroom according to Ginott, the teacher would be more of a facilitator for conversations that
include every member of the class and address all the important issues. This could be done in a
class meeting setting, a daily opener or an evaluation process of some kind. It is important to
value the contributions and to listen to everyones ideas. Ginott wrote that teachers often speak
too much and that brevity on the part of the teacher will contribute to feelings of validation for the
students.
In general, teachers should accept their students both for their person and for the
behaviour. If there is a problem teachers should address it, not the character of the student and
should always strive to guide students to acceptable behaviour rather than criticize. This is a
useful technique for getting students used to procedures and also helps keep negative feelings
at bay. Name-calling, sarcasm, and other forms of put-downs should always be avoided. Good
communication cannot take place if one party feels belittled. Ginott recommends a system using
mostly I statements such as I feel... or I think... Finally, there should always be respect for
the students. Teachers should not pry into their privacy nor should they mask their own emotions
to try to hide something. In essence, the teacher is the model of what s/he wants the students to
be.

4.0 Theories of Assertive Tactics

Lee Canter and Marlene Canter found that many teachers were unable to manage the
undesirable behaviour that occurred in their classrooms.Based on their investigation and
research, they developed assertive disciplines. Assertive discipline is a systematic and objective
way of ensuring a teacher-controlled classroom. It is also called the "take-control" approach to
teaching, as the teacher controls their classroom in a firm but positive manner. This theory
requires teachers to be assertive rather than passive or hostile (teacher-controlled).

Canters advocate that teachers must learn to assert themselves. Assertive teachers
clearly and firmly communicate personal wants and needs to students and are prepared to
enforce their words with appropriate actions. They attempt to get their own needs met and
still take into account the capabilities of their students. They also need to show students that
they care too much about them to allow their inappropriate behaviour to go unnoticed. In
simple terms, assertive teachers let students know that they mean what they say and say
what they mean.
Assertive teachers do not tolerate improper behaviour that interrupts learning.
Commonly used excuses such as peer pressure, home environment, and heredity are not
accepted for misbehaviour. The assertive teacher establishes rules and limits for behaviour,
along with consequences for proper behaviour and improper behaviour. Students who follow
the established rules receive positive consequences, such as a material reward, free time, or
special privileges, whereas students who break the rules receive negative consequences,
such as detention, giving up part of their lunch period, staying after school, or going to the
principals office. The rules, limits, and consequences are communicated to students and
parents in clear terms at the beginning of the year.
Ahmet, you knew the rules and you have chosen to break them, now you must
experience the consequences (states the students name, points a finger at her, and then
gestures toward the door and makes eye contact) I want you to stand, go out to door and go
straight to the principals office. If the student does not do what is asked from her, then the
teacher repeats assertive command three times which is called broken record, then follow
with consequences. The broken record technique involves a teachers insistent but not mean
repetition of her original message. The teacher repeats the request as originally stated- like

a broken record. Teachers should use the exact words, same tone, same volume each time
the request is delivered.
Assertive tactics is a foundation of mutual trust and positive relationships with students
and earn their respect. Punishment will make students avoid breaking rules and positive
reinforcement will encourage good behaviour. However there are some disadvantages. Theories
will not work without positive relationships and respect from teacher and students. Other than
that, the practice of warning students by putting their names on the board may entice some
students to misbehave who otherwise would not.

References
Approaches to Classroom Mangement. (2010). Retrieved March 20, 2015, from
http://www.sagepub.com/mooreteachingk8/study/chapter/extensions/74554_03ee1oc
Charles.C.M. (2014). Building Classroom Discipline. Edinburgh Gate: Pearson Education
Limited.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt,
Rinehart & Winston
Lee, M. M., & Bucher, K. T. (2010). Classroom Management : Models, Applications, and
cases (2nd ed.). London, UK: Pearson PLC.
Reid, K. (2009). Kounin Model of Classroom Management Lesson Movement. Retrieved
March 20, 2015, from http://www.studymode.com/essays/Classroom-Management1135452.html