Different Theories On Behaviour And Strategies Linking Them

Behaviour theories are used to support the philosophy of education and classroom management style. There are many theories on behaviour. Among them are Maslow's hierarchy of needs (1954,1968), Assertive discipline by Lee and Marlene Canter (1992), The challenge of Parenthood by Dreikurs (1948) and Psychology in the classroom by Dreikurs (1968). All these theories will be described briefly in the following. Abraham Maslow's theory is firmly based in a humanistic philosophy of education. Maslow believed that human needs form a hierarchy, from basic physiological demands to the need of self-actualization. Needs at the lower levels must be reasonably well satisfied before the individual will turn his or her attention to those at the higher levels. For example a child who is always hungry is not likely to develop much intellectual curiosity. Maslow identified following levels of basic human needs: physiological, safety, belongingness and love, esteem and self-actualization, as well as cognitive and aesthetic needs. Maslow's hierarchy states that the lower, primary needs must be adequately satisfied before the higher needs can be addressed and self-actualization achieved. The diagram below shows Maslow's hierarchy of needs.

Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to manage the undesirable behaviour that occurred in their classrooms. The Cantors attributed this finding to a lack of training in the area of behavior management. Based on their investigation and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach called assertive discipline to help teachers become the captains of their classrooms and positively influence their students` behaviour. Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment and is the most widely used behavior management approach. The Cantors believe a teacher has the right to determine what is best for his/her students, and to expect compliance. No pupil should prevent a teacher from teaching, or keep another student from learning. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.

Rudolf Dreikurs (1897-1972) believed that discipline is based on mutual respect, which motivates students to behave constructively because of their high sense of social interest. Dreikurs called the need of all humans to belong and feel part of a group 'the genuine goal of human social behavior'. Dreikurs believed that when students are not able to gain their genuine goal of belonging they turn to a series of mistaken goals which he recommended several methods to deal with it. Dreikurs believed teachers could have acceptable classroom behaviour by helping students reach their genuine goal of belonging by involving students in decisions that affect their school lives. He called this technique democratic teaching because it involved both the teacher and student in the decision making process. Dreikurs did not consider punishment as an effective method of discipline. Dreikurs central focus was on constructive behavior rather than coercive discipline. He believed that teachers should have a democratic classroom and teaching style, for helping students gain a sense of belonging (genuine goal). He believed that in this manner students would have a social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of class.

There are many strategies linked with classroom behaviour management and they are linked with renowned theories. One of the strategy of classroom management is to make sure that students have a strong sense of belonging. When students or children don`t feel that they belong, the result is usually the display of unacceptable behaviour. Make sure the student has a strong sense of belonging otherwise students will turn to attention, power, revenge and inadequacy that result in misbehaviour which are described by Dreikurs (1968) as mistaken goals. Another strategy is to use praise culture. Praise the child`s efforts to get along or work with others. Praise attempts to follow rules and adhere to routines. The praise culture is according to love and belongingness needs and self esteem needs in Maslow' s hierarchy of needs. Maslow's hierarchy of needs (1968) reminds us that humans have a desire to belong to groups such as work groups or clubs and they need to feel loved (non-sexual) by others, to be accepted by others (love and belongingness needs) . Also it reminds us of attention and recognition that comes from others (Self esteem).

Assertive Discipline is one of among other strategies and used to assist teachers in running an organised teacher-in-charge classroom environment. Lee and Marlene Canter (1992) developed assertive discipline approach to help teachers become stewards of their classrooms, while positively influencing their students' behaviour. Lee Canter`s theory of assertive discipline reminds us to recognize positive behaviour as a way of encouraging more of it. A teacher needs to communicate his/her expectations and expect compliance, noticing students who do comply and redirecting those who don`t. In assertive discipline, a teacher has the right to teach without interference and students the right to learn without disruption.

Other strategy may be to give students choice. According to Dreikurs, students should be involved in decisions that affect their school lives. Students must learn to control their own behaviour. The teacher`s role is to guide the student in reflecting on his behaviours and exploring the reasons behind it. Dreikurs encourages discussion, reflection and even making amends in the place of simple rewards and punishments. It is designed to help students understand the motivations behind their behaviours so they can learn to make better choices on their own. The strategy based on choice is also according to self actualization need in Maslow's hierarchy of needs. Maslow described it as the desire to become more and more what one is and to become everything that one is capable of becoming. Another strategy could be making classroom environment safe using respect. A teacher can teach respect by becoming respectful. By saying please and thank you when making request, by getting the parents involved in the positive things their child is doing because in this way parents will more likely support the teacher when discipline issue arises and by responding to parent's phone calls and e-mails promptly, a teacher can gain respect. Self esteem in Maslow's hierarchy of needs reminds us of respect.

Thus by considering the above mentioned theories on behavior and the strategies for dealing with misbehaviour, one can do effective classroom management which results in a smooth-running classroom where learning can occur. By foreseeing and preventing problems, facilitating appropriate behaviours and addressing problem behaviours as necessary, one could manage the classroom.

References:

Dreikurs, R. (1968). Psychology in the classroom (2nd ed.). New York: Harper & Row Dreikurs, R. (1948). The Challenge of Parenthood. New York, Duett, Sloan and Pearce Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. Maslow, A. H. (1968). Toward a Psychology of Being. New York: D. Van Nostrand Company Lee and Marlene Canter . (1992) Assertive Discipline: Positive behaviour management for today's classroom. Santa Monica , CA : Canter and Associates.