The model of effective classroom management that has been presented is based on behavioral psychology. It focuses on changes in overt behavior of the learner, and changes in behavior are enhanced through operant conditioning as a result of reinforcement. One system, that many school systems have adopted as a management plan is "assertive discipline," developed by Lee Canter. There are other systems that are worth examining, and I present a view here for your inquiry.
Problem-Solving Model
William Glasser, a psychologist has developed psychological systems that have been applied to various school problems. One model that he has developed focuses on helping students identify the problem of their "misbehavior" and develop self-responsibility strategies to change or alter the behavior. The responsibility is placed on the student and is not as dependent on a prearranged set of rules, consequences and rewards. The approach might be considered a problem-solving method of classroom management.
Ecological Metaphor
John Ricciardi, a high school physics teacher in Reno, Nevada proposes a conception that relies on viewing the classroom metaphorically like a living organism. The model is based on a social/humanistic conception, and relies on the teacher's acceptance of the student as a growing, developing person. Ricciardi outlines the following aspects of his attitude toward classroom management.
1. The classroom organism must be comfortable in its physical environment---changing and using a variety of lighting levels, furniture positions, wall decorations, background music is important to maintaining a stimulating "mind space" for the creature to grow in.2. The classroom organism must not be harnessed and controlled. Learn instead to coax and nurture it with reflexive input and response. Distractions and disruptive "order imbalances" are normal and natural. Know that the creature by itself, will quickly find its equilibrium again.
3. The classroom organism must be treated humanly---with dignity and respect at all times. The integrity of all individuals must be equally honored within the wholeness of their own identity and unity.
Person-Centered Model
The psychologist Carl Rogers developed a system of interpersonal relationships based on a humanistic psychology view of the person. In Rogers' model, the teacher's role in the classroom is to facilitate the growth, development and learning of the students. To do this Rogers' has developed a theory that is dependent on three core concepts: empathy, acceptance and trust, and realness.
Rogers considers empathy the most important of the concepts that must be established in the classroom environment. An empathic teacher is one who is able to literally "stand in the other person's shoes," and understand the persons feeling and attitudes. Empathic science teachers can "feel" for students who have anxiety about science and mathematics. The empathic teacher knows how the student who has had a track record of failure feels when he walks in Biology I, and is convinced he will fail. The empathic teacher understands the girl or boy who want to be an academic champ, but "holds back" for fear of peer rejection.
Acceptance and trust are concepts that convey to students that the teacher accepts each person and establishes a trusting relationship in the classroom. In this regard, we are implying and conveying to the students in the class that they are prized as individuals and acknowledgement is made that they are trustworthy and can be held responsible for their behavior. One strategy that teachers use here is to develop a course syllabus around individual or group learning contracts. Individual accountability is still important in a humanistic approach, and giving students opportunities to exercise choice in learning, and then being held accountable for their choices is one way to achieve this.
Finally, realness implies that the teacher is genuine and is able and willing to express feelings of all sorts, from anger and sadness to joy and exhilaration. Realness is conveyed, like the other core conditions of the facilitative teacher through actions. Letting students know you don't know the answer to all questions is a way of conveying realness. If you make a mistake---admit it. If you are really happy with what a group or individual has done, let them know.
Rogers model of facilitation is the kind of model that is required in a classroom that values inquiry. It is very difficult to manifest inquiry behaviors in a climate of distrust, or authoritarianism. On the other hand, teachers who establish science classrooms as receptive and accepting is going to encourage students to take risks, to express their ideas---knowing that their opinions and ideas will be respected and accepted. The research that was cited elsewhere in the book with regard to the way students perceive science instruction is discouraging. Perhaps student attitude is somewhat related to the atmospheres established in classrooms.
Here then are some aspects of Rogers' facilitative approach to classroom management that facilitate inquiry:
1. A climate of trust is established in the classroom, in which curiosity and the natural desire to learn can be nourished and enhanced.2. A participatory mode of decision-making is applied to all aspects of learning, and students, teachers, and administrators each have a part in it.
3. Students are encouraged to prize themselves, to build their confidence and self-esteem.
4. Excitement in intellectual and emotional discovery, which leads students to become life-long learners, is fostered.