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Also, even though one effect of traditional instruction is to make it easier to control students, we’d still have to prove that was the primary goal for many educators. The approach towards education and triggering creativity among students has to be re-considered and completely changed. * Psychological needs: Researchers have discovered that "individuals who are unsure of their own power, when placed in a position of nominal authority, are the ones who are most likely to rely on coercive control tactics. For research in support of these claims, see Alfie Kohn, Punished by Rewards (Boston: Houghton Mifflin, 1993) and The Schools Our Children Deserve (Boston: Houghton Mifflin, 1999), as well as the article “The Case Against Grades,” Educational Leadership, November 2011: 28-33. The nature of each management style can be identified from the chart below. Thus, control, and the disproportionate focus on “managing” classrooms, should be understood as an issue in its own right rather than just as something intended to facilitate academic instruction. The reason we need to minimize "misbehavior" … I've written about the benefits of doing so in "How to Create Nonreaders," English Journal, September 2010: 16-22, drawing from the work of a constellation of researchers (including the authors of the articles mentioned in notes 5 and 6) who are associated with a branch of psychology called self-determination theory. A brief, positive statement that conveys to students the reasons why various aspects of the management plan are necessary. While we may disagree about strategies — for example, the relative merits of discipline versus self-discipline (getting kids to regulate and manage themselves) — we take it for granted that the whole point is to create an environment conducive to learning. Regardless of its source, a strong preference for compliant students may help to explain the resistance we often find to student-centered, project-based investigations -- despite the clear advantages of that approach as compared to "bunch o' facts" instruction. Elizabeth A. Kahn, “A Case Study of Assessment in a Grade 10 English Course,” Journal of Educational Research 93 (May-June 2000): 286. * Psychological needs: Researchers have discovered that “individuals who are unsure of their own power, when placed in a position of nominal authority, are the ones who are most likely to rely on coercive control tactics.”7 It’s not unreasonable to suppose that some of these people may actively seek out such positions. By Alfie Kohn . What if, at least for some teachers and administrators, an orderly classroom was the ultimate goal? That proposition is so obvious that it's rarely defended or even spelled out, except maybe on the first day of Classroom Management 101. It's not just that richer forms of teaching are more challenging, or less likely to raise scores on standardized tests; it's that they don't lend themselves as easily to a control-based classroom that may be preferred for other reasons. [3], Once that mechanism is in place, the question becomes: What can be reduced most readily to a letter or number: test results or extended projects? And what if the curriculum and the model of teaching were actually chosen with that goal in mind? Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on … Grades are not particularly reliable or valid indicators of intellectual proficiency, and students who are led to focus on them tend to think in a more superficial fashion, avoid challenging tasks, and lose interest in whatever they’re learning.2 But the one thing grades do very effectively is make students obey. Scientists Pinpoint Gut Bacteria Associated With Depression, 7 Basic Personality Ingredients of Difficult People. What’s true about course content and teaching method is also true about assessment. And what if the curriculum and the model of teaching were actually chosen with that goal in mind? But what if that wasn't entirely true? According to teacher Ben Johnson, it boils down to having a structured learning environment with clear rules that promote learning as well as consequences that diminish or eliminate behaviors that get in the way of … Researchers who study the effects of control versus “autonomy-support” in teaching have treated this as a puzzle. This control strategy can be intensified by making grades more specific (for example, with the use of elaborate rubrics) or more salient (by posting them online or encouraging students to focus on what proportion of their final grades will be determined by major exams, quizzes, homework, and class participation). assignments completed by individual students or by groups? Part of creating a positive learning experience and strong … CLASSROOM MANAGEMENT: It’s More Than a Bag of Tricks. The main goal of classroom management is to reduce misbehavior in the classroom. Social Psychology 72 ( 1997 ): 1298 of disruptive behavior preemptively, as well as effectively responding to after. Strive for student based learning and create what is the purpose of classroom management? attitudes on the part of teacher training Organization. It lays the foundation for the rest of the comprehensive behavior management plan Matt Cram that will encourage students learn. 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