Classroom Management Theorists and Behaviorists

Flashcards covering key definitions and concepts from the lecture notes on Haim Ginott's Congruent Communication, Rudolf Dreikurs' Logical Consequences, Lee and Marlene Canter's Assertive Discipline, and Jacob Kounin's Maintaining Appropriate Student Behavior.

Congruent Communication

Haim Ginott's concept of a harmonious and authentic way of talking where teacher messages to students match students' feelings, avoiding insult and intimidation while showing helpfulness, acceptance, and sensitivity.

Low Teacher Control Approach

A classroom management philosophy, advocated by Haim Ginott, based on the belief that students have primary responsibility for controlling their own behavior and the capability to make these decisions.

Sane Messages (Ginott)

A method of congruent communication where teachers deliver messages that protect or build students' self-esteem, avoiding attacks on a child's character and focusing on the situation or actions.

Logical Consequences

Rudolf Dreikurs' medium teacher control approach to classroom management, based on the belief that students are motivated by recognition and belonging, and misbehavior results from unmet social needs.

Medium Teacher Control Approach

A classroom management philosophy, advocated by Rudolf Dreikurs, based on the belief that development comes from a combination of innate and outer forces, making control of student behavior a joint responsibility of the student and teacher.

Mistaken Goals (Dreikurs)

Four goals (attention, power, revenge, or avoidance of failure) that pre-adolescents resort to when their basic needs of belonging and contributing to a social group are not met.

Pragmatic Method (Dreikurs)

Rudolf Dreikurs' classroom management theory, based on principles of mutual respect and a 'desire to belong,' where discipline is seen as teaching students to impose limits on themselves rather than punishment.

Desire to Belong (Dreikurs)

The conviction identified by Dreikurs that individuals want to feel accepted by, valued within, and contributing to a group, serving as a primary motivator for student behavior.

Assertive Discipline

Lee and Marlene Canter's high teacher control approach to classroom management, emphasizing the teacher's right and responsibility to establish clear rules, consequences, and rewards.

High Teacher Control Approach

A classroom management philosophy, advocated by Lee and Marlene Canter, based on the belief that student growth and development result from external conditions, with teachers molding behavior through reinforcement and extinction.

Classroom Discipline Plan (Canter)

A three-part plan central to Assertive Discipline, including rules students must follow, positive recognition for following rules, and consequences for not following rules.

Assertive Response Style (Canter)

A manner in which teachers respond to student behavior by stating expectations clearly and confidently and reinforcing these words with actions to maintain student self-esteem and success.

Preventive Discipline (Kounin)

Jacob Kounin's focus on techniques and strategies designed to prevent discipline problems in the first place, emphasizing that good classroom management depends on effective lesson management.

Withitness (Kounin)

A teacher's awareness of all student actions in the classroom, demonstrated by regularly monitoring, reacting immediately, and foreseeing problems.

Overlapping (Kounin)

A teacher's ability to supervise or handle more than one group or activity at a time, promoting efficient classroom control.

Desists (Kounin)

Specific and clearly spoken statements by teachers to stop an inappropriate action or misbehavior by asking or telling a student what to do.

Satiation (Kounin)

A state occurring when a teacher asks students to stay on a learning task too long, causing students to lose interest, enthusiasm, make more mistakes, and misbehave.

Momentum (Kounin)

Maintaining a reasonable pace in the lesson to minimize misbehavior and promote learning, avoiding abrupt changes or shifts in the lesson.

Smoothness (Kounin)

Ensuring the lesson proceeds without going astray with abrupt changes or shifts, contributing to effective lesson movement and preventing misbehavior.

Group Focus (Kounin)

A conscious effort by a teacher to keep the attention of all students at all times, leading to efficient classroom control and reduced misbehavior, including group alerting, group accountability, and high-participation formats.

Ripple Effect (Kounin)

Kounin's belief that what a teacher does to control one child's behavior affects other children who observe, as well as the child being corrected.

Lesson Movement (Kounin)

The effective connection between classroom management and teaching, comprising momentum and smoothness, essential for preventing misbehavior and promoting learning.