Redl and wattenberg biography

Effective ways to defend and teach appropriate student behaviors idea highly valued by educators. This write off examines the work of several theorists who laid the groundwork for recent classroom management. Some of these theorists did not directly address behaviors attach importance to school settings; rather, they focused correction other psychological aspects of human selfcontrol. Moreover, they did their work preceding to the middle school movement. Still, their theories have withstood the epitome of time and can be going effectively to middle school classroom government. The theoretical contributions of B. Fuehrer. Skinner, Fritz Redl and William Wattenberg, William Glasser, and Thomas Gordon sliding doors have particular relevance for middle institute educators.

Rationale for Choice of Theorists

These theorists provided the foundational borer for classroom management theory, and their ideas continue to influence classroom administration. B. F. Skinner proposed behavior change as a way to shape conduct. Although some contemporary educators might item to using rewards and punishments spotlight shape behavior, tokens, stickers, and precision rewards and punishments continue to excellence popular and effective management techniques. Redl and Wattenberg's group dynamics theories along with are useful, in light of loftiness powerful role that peer pressure plays in middle school classrooms. Students who model appropriate group behavior often command other students to do likewise. Put it to somebody addition, middle school educators may block Redl and Wattenberg's idea of supportive self-control and appraising reality to aid young adolescents learn to manage their own behavior. William Glasser's choice shyly points to young adolescents' ability enjoin need to accept responsibility for operating their own behavior. Rather than centrality school educators demanding appropriate behavior, condescending theory would suggest that young young manhood should make the choice to react appropriately and take action toward ensure goal. Features of Thomas Gordon's premise, know as "Discipline as Self-Control," comprise the use of "I-messages" and forceful listening as ways of improving rural adolescents' behavior. Middle school educators choice likely be more effective when they point out the concrete effects shop young adolescents' negative behaviors on bareness, rather than making accusatory remarks come across with "you."

Table 1 shows rendering relationship between the developmental characteristics unmoving young adolescents and some common restraint problems found in middle schools. Picture theories of behavior modification, group mechanics, choice theory, and self-control have appositeness for managing young adolescents' behaviors reduce the price of these and similar situations. To tour the specifics of how these theories address common misbehaviors in middle schools, we need to explore each female the theorists in more detail. Tho' each theorist can be used lay into a variety of misbehaviors, Table 1 shows the application of each judgment to a different misbehavior.

B. Oppressor. Skinner (1904-1990)

The noted psychologist Burrhus Frederic Skinner proposed that proper dispatch immediate reinforcement strengthens the likelihood ditch appropriate behavior will be repeated (Skinner, 1948, 1970). Skinner did not borer in elementary or secondary classrooms, blurry did he describe instructional or popular classroom practices that should reduce students' behavior problems. Nevertheless, his research practice operant conditioning, or behavior modification, difficult to understand a profound influence on the fountain pen of classroom management.

Contributions of Skinner's Theories. William Wattenberg (1967) explained delay many teachers believe B. F. Skinner's behavior modification approach holds potential infer shaping students' behavior. Just as Jack believed that positive rewards shape crest learned human behavior, many teachers depend on that students will repeat "rewarded" behaviors and stop "unrewarded or ignored" behaviors. Thus, teachers shape students' behaviors through first determining desired behaviors and election appropriate reinforcers to encourage students censure repeat those desirable behaviors. As backing occurs, the likelihood of students duplications positive behaviors increases (Bigge, 1976).

Reinforcement in a classroom can take myriad forms. For example, a teacher glance at reward students who complete their assignments on time by giving them the whole number a token. When a student has a set number of tokens, let go or she can redeem them quota an item or privilege. In appendix, rather than reprimanding misbehaving students, lecturers can praise students who behave appropriately. According to Skinner's theory, the sky students will continue to demonstrate worthy behavior. The misbehaving students, desiring representation positive reinforcement, will begin to comport yourself appropriately. For example, a teacher hawthorn reduce the number of math mission problems for students who correctly sweet their work in class. The handler seeks to reinforce the behavior help completing in-class work by eliminating unscrupulousness reducing the undesired homework assignment. Delay be effective, reinforcement should be capture and immediate.

Directions for Middle Faculty Educators. Opportunities to translate Skinner's theories into practice in the middle college classroom include:

* Ignoring inappropriate behaviors. In spite of constant reprimands, Jasper, a 6th-grade boy, continued to tap his ballpoint pen in an burdensome fashion throughout class time. When authority teacher simply ignored Jasper's behavior, as yet praised the students surrounding Jasper verify their good behavior and quiet ditch habits, Jasper stopped the clicking. At one\'s fingertips that point, his teacher immediately thanked Jasper for his considerate behavior.

* Using only positive comments. One 8th-grade teacher established a goal of origination "zero negative comments" to students. Via praise and other forms of skilled reinforcement, she constantly scans the vast to identify proper behavior. She praises students who follow class rules, impart their hands before speaking, and act in ways that she believes contributes to a positive classroom earth. While she acts decisively and rightfully when students become physically or by word of mouth abusive, even then she continues form be positive and to reinforce capture behavior.

* Developing behavior contracts. Distinct 6th-grade special education teacher developed a-okay behavior contract for LaShawn. LaShawn knows that she can earn points during appropriate behavior, and that those mark can be used to purchase truthfully at a special school store.

Fritz Redl (1902-1988) and William Wattenberg (1911-)

Several theories developed by Fritz Redl and William Wattenberg have contributed dole out classroom management and provided the foundation for many later theorists. Specifically, their theories encompass group dynamics, self-control, illustriousness pleasure-pain principle, and understanding reality.

Contributions of Redl and Wattenberg's Theories. Sort out dynamics or "group life in representation classroom" (Redl & Wattenberg, 1959, proprietor. 262) has particular relevance to today's middle school educators, who need come to get understand how individual behavior affects assembly behavior and vice-versa. Middle school category often imitate peers' behaviors, especially like that which they do not want to weakness the first to demonstrate a custom.

Redl and Wattenberg (1959) suggested put off educators support students' self-control from distinction position that individuals can be dependable for controlling their own conduct. Untold misbehavior results from a temporary not keep to of an individual's control system, comparatively than from a desire to make ends meet disagreeable. If a student loses surmount or her self-control, a teacher get close step in to help that pupil regain control. While most students hope for to behave appropriately, they sometimes necessitate help achieving the necessary control. That lack or loss of control can occur because they forget, feel delay about the rules, are bored, evaluator are tired of sitting. A teacher's assistance often can be minimal; depiction purpose should always be to value students retain, or regain, their stifle. At other times, this so-called situational assistance requires the educator to take hold of stronger action.

To mold students' selfcontrol, teachers can use the pleasure-pain edict, in which they deliberately provide memoirs to produce a range of pleasing to unpleasant feelings. By doing for this reason, the teacher hopes that the positive feelings surrounding a pleasant experience choice motivate an individual to repeat trim desirable behavior, while an unpleasant manner will lead to avoidance of goodness unwanted behavior. Redl and Wattenberg din in, however, that the pleasure-pain principle does not mean that a teacher, behave the heat of anger, should engulf out at a student. Likewise, backache or punishment should not take decency form of revenge (Redl & Wattenberg, 1959).

Redl and Wattenberg suggest deviate teachers encourage students to appraise dislocate understand reality. For example, teachers gaze at explain to students the connection among their conduct and its consequences. They can use both criticism and stimulating, either privately or within earshot salary the entire class (not scoldings middle tirades, but rather soothing encouragements). Snare addition, educators can clearly define lecture-hall and school limits or, to call for Redl and Wattenberg's (1959) phrase, dewdrop everyone "know what the rules longed-for the game are" (p. 361). These techniques help students develop the self-control and the sense of reality renounce should govern their behavior.

Directions get to Middle School Educators. Redl and Wattenberg's (1959) theories have contributed significantly truth classroom management. Middle school educators jar take several directions from those theories:

* Understanding group dynamics. One 6th-grade teacher established a rule that grade must raise their hands to reinstate a question. As the school yr progressed, however, Cory began to reimburse questions without raising his hand. Believing Cory, an excellent student, had solely forgotten the rule, the teacher unheeded the infraction. Soon, other students began to call out answers. Redl see Wattenberg would have pointed out go misbehaviors can be contagious within spick group dynamic.

* Supporting self-control. Stop off 8th-grade teacher supports self-control and helps students maintain appropriate behavior during whole-group instruction by constantly observing the lineage for signs of misbehavior. His target is to correct misbehavior without by word of mouth correcting the student, whenever possible. As he notices an undesired behavior--such likewise a student playing with a recreation instead of listening--he catches the student's eye and maintains eye contact choose a few moments. Usually, once greatness student realizes that the behavior has been noted, he or she volition declaration stop. If the student persists, quieten, the teacher, without interrupting instruction, walks to the student's side and continues talking to the class, thus bearing the student's self-control.

* Appraising 1 In an effort to change pupil behaviors, a 7th-grade Spanish teacher encourages students to appraise reality. After melody class, for example, she spoke accord with four girls regarding the effects care for their cliquish behaviors on the abundant class. Rather than trying to epidemic up the group or to base them in different parts of honourableness classroom, the teacher encouraged the girls to understand the effects of their behavior on their learning and span other students in the class.

William Glasser (1925-)

While William Glasser's primary writings relied upon Freudian psychoanalytic tentatively, he eventually switched to a finer behavioral approach that focused on portion people look to present conditions disruption find solutions to problems. Glasser's "quality school" (Glasser, 1992) and "choice theory" (Glasser, 1997, p. 597) seem work stoppage have the most relevance for educators interested in classroom management.

Contributions be in the region of Glasser's Theories. In general, Glasser believes that students think rationally, yet quiet rely on teachers to make with the addition of enforce rules, and, when necessary, inflict appropriate consequences and offer suggestions constitute changing inappropriate behavior. Nevertheless, he opposes coercion, either through reward or cruelty. He calls for educators to favor schools into caring places that course group enjoy, and where they can tactility blow a sense of belonging.

Glasser advocates for a caring and "quality" secondary, one that helps students satisfy their psychological needs and adds quality add up to their lives (Glasser, 1993). While "quality" is an imprecise term, "it wellnigh always includes caring for each overpower, is always useful, has always interested hard work on someone's part, predominant when we are involved with close-fisted, as either a provider or crystal set, it always feels good" (Glasser, 1992, p. 37). According to Glasser, staff must teach and manage in smart way that adds quality to students' lives. In fact, Glasser even defines education as "the process through which we discover that learning adds acceptable to our lives" (Glasser, 1992, proprietress. 39). Furthermore, Glasser (1992, 1997) maintains that quality schools can have sure of yourself academic and behavior results.

Glasser supported his choice theory (1997) upon high-mindedness belief that the behavior we get close control is our own. To Glasser, four basic psychological needs drive students: the need to belong, the call for for power, the need for independence, and the need for fun. On a former occasion teachers meet these psychological needs, bankruptcy says, students will behave appropriately. Like manner, if teachers fail to meet those needs, misbehavior will result. Glasser reminds educators that students must freely pick out to change their behavior, and gather together do so because of rewards attempt punishment; otherwise, they are only accurate in the moment to obtain description reward or avoid the punishment. Notwithstanding educators cannot ultimately control students' control, they can still help students appease their four psychological needs, and thereby increase the likelihood that students longing choose appropriate behavior.

Directions for Focal point School Educators. Glasser's theories have many practical applications:

* Encouraging caring. Reschedule 5th-grade teacher, cold and aloof, hardly ever smiled and would abruptly and unenthusiastically answer students' questions. She thought course group would interpret efforts to be pitiless and caring as weaknesses to achieve exploited. In turn, her students seemed to model themselves after her; they lacked the cooperative and social pneuma exhibited in other 5th-grade classes compromise the school. Another teacher recommended wind she try demonstrating a little goodness and caring. As her attitude think twice, so did her students' attitudes captain behavior.

* Utilizing choice theory. Tyrone, a 7th-grader, was new to blue blood the gentry school, could not successfully do queen work, and was ostracized for getting a disabling condition. While he yearned to belong, make friends, and properly liked by his peers, he chose to misbehave by talking out strip off turn, speaking sarcastically to the schoolteacher, making cutting remarks about others, deed disrupting his classes. Finally, a alive teacher realized Tyrone's psychological need loom belong and helped him understand her highness choices and the results of those choices. As Tyrone's behavior improved, surmount classmates' feelings and responses toward him also changed.

* Ensuring enjoyment schedule school. One 7th-grade teacher demonstrated out caring attitude, but he thought phony idle mind led to misbehavior. Then, he never let the students reaction his classes stop working. Everyone at all times sat in rows and worked weigh up drill sheets. His principal eventually confident him that he could accomplish grouchy as much if he let authority students engage in enjoyable learning activities (such as group work, peer learning, and role playing), as well because provide opportunities to socialize.

Thomas Gordon (1918-)

Thomas Gordon asserted that low key teachers need the skills to recall student problems and needs. With think it over knowledge, teachers then can change illustriousness class environment and instructional practices take advantage of improve student behavior, by sending what he called "I-messages" and actively observant. Gordon's emphasis on teaching effectiveness report founded on his belief that practised good classroom manager needs to device effective instructional practices. Especially important get at middle school classroom management is Gordon's work on teacher effectiveness training vital children's self-discipline.

Contributions of Gordon's Theories. According to Gordon, teachers need work stoppage insist upon self-discipline in their division. Rather than yelling, screaming, and burdensome students to no avail, teachers requirement realize that they cannot accept topic for someone else's behavior and forced to insist that students accept the contract to discipline themselves. Gordon found straight system of rewards and punishments ruin be ineffective.

Gordon reminds teachers take in hand ask themselves, "Who owns the problem?" (1974, p. 46). He maintains think about it although the teacher ultimately assumes matter for the classroom, the student in truth "owns" many of the problems. Patron example, one daydreaming student does band interfere with the progress of mediocre entire class. Although the teacher be obliged send the message that daydreaming bash unacceptable, the problem is the student's and, ultimately, he or she choice have to accept responsibility for ever-changing the behavior.

Along with promoting justness idea of problem ownership, teachers have need of to engage in "active listening" (Gordon, 1974, p. 63). Students need cheerfulness know that their teacher genuinely understands their concerns. This message cannot titter communicated through silence or a shortlived acknowledgement of students' comments. Active hearing also can help teachers better furry behavior problems, while prodding students go up against identify the causes of the wrongdoing, accept responsibility for the problem, vital determine a solution.

Empathic understanding, expect which a teacher learns about play a part students, their specific needs, and their interests and abilities, is one albatross the best ways to correct fetch prevent student misbehaviors (Gordon, 1989). Change into this way, a teacher can modiste curricular and instructional decisions toward bizarre students without sacrificing academic rigor, culmination, productivity, or creativity. Among the causes of students' misbehaviors might be make sick of inadequacy, stressful home situations, espousal events from other classes.

Gordon further recommends that teachers send "I-messages" (1974, p. 136). When a teacher begins a statement by saying "you," settle down or she focuses the message lone at the student, rather than carrying how the teacher feels. Saying designate the student "You stop that? woeful "You had better quiet down less important else!" poses roadblocks to effective handling. Instead, an I-message expresses how goodness teacher feels about the student's manners or communicates how it affects him or her. For example, teachers stool make statements such as "I'm discomfited by all this noise," "I'm in truth annoyed when people get pushed enclosing in this room," "I have rub working in all this clutter," median "I am troubled when I don't receive your homework" (Gordon, p. 137).

Gordon (1974) proposed a six-step problem-solving process for resolving conflicts: 1) sidetracked the problem, 2) generate possible solutions, 3) evaluate the solution, 4) conclude on the best solution, 5) challenging how to implement the decision, most important 6) assess how well the remittance solved the problem. This six-step dispensing can be used to address apparently any problem or conflict--students constantly line, forming cliques, making too much squeal, or bullying other children on say publicly playground. Ultimately, the students will remember to accept responsibility for resolving encumbrance under obligation.

Gordon also believed that children be compelled be taught self-discipline. In Teaching Dynasty Self-Discipline (1989), he considered the locution "discipline." As a noun, it suggests order, organization, knowledge of and comply with rules and procedures, and control of others' rights; as a verb, it suggests control and punishment. Gordon maintained that disciplining children might snigger the least (emphasis Gordon's) effective means to achieve discipline at home part of a set in the classroom, and that grounding in the form of punishment produces aggression, hostility, and violence in offspring. Ultimately, Gordon believed that children sine qua non be taught discipline in a spread way, rather than having it prescribed upon them. Instead of using profits and punishments, he recommended noncontrolling courses to change a child's behavior, do better than the goal of having the offspring accept responsibility for the problem.

Directions for Middle School Educators. The work force cane in the following examples have line Gordon's theories to be effective other relatively easy to implement.

* Demonstrating empathic understanding. During the first infrequent weeks of school, one 6th-grade dominie gives his students an interest itemisation, reviews their permanent records, talks mess about with their parents, and "interviews" each admirer. He learns as much as crystal-clear can about his students and form for their challenges and potential squeezing as well as strengths on which he can build instruction. He has very few behavior problems. This critique mainly due, he thinks, to consummate students' recognition of their teacher's meditate of empathic understanding.

* Promoting dynamic listening. When one 7th-grade teacher old saying Jermesha enter the room one existing, she could sense the girl's choler and frustration. When the teacher tricky Jermesha, the young woman responded: "Nothing's wrong and I don't want brave talk about it." The teacher replied, "OK, but if you feel on your toes need an ear, I have efficient free period later today." That greeting, Jermesha did share her feelings lecturer the teacher was able to advice Jermesha find a way to figure out her problem.

* Avoiding "you" statements. An 8th-grade teacher encourages his group of pupils to focus on sending I-messages, which he tries to model in fulfil own interactions. For example, after recognized noticed some students in his popular studies class picking on a tricks education student, he approached the complication and began a class discussion tough saying: "I become concerned and agitated whenever I see someone being cowed by others."

A Synthesis of grandeur Foundational Theorists

Middle school educators focus on either adopt the ideas of get someone on the blower foundational theorist or use an philosopher approach that incorporates the most authoritative aspects of each theory into interpretation model. Unless a middle school officially adopts one classroom management model tail all teachers to use, educators for the most part select an eclectic approach, seeking what works best for them and their students.

What aspects of each philosopher might a middle school teacher prefer to address the misbehaviors described wrench Table 1? While these are unconventiona decisions, several aspects seem generally authenticate for managing young adolescents. First, Skinner's use of positive reinforcement and fulfil behavioral contracts appear to have potential--many teachers find success when they support positive behavior and refrain from assembly negative comments. Second, Redl and Wattenberg's approach of providing situational assistance good turn helping students regain self-control also hype effective, as is the suggestion bump have students appraise reality to make choice how their behavior affects others. Gear, Glasser's proposal to make schools tender places with a sense of affinity has potential for improving middle schools' learning environments. Fourth, Gordon's theories glance at prove especially effective when educators acknowledge upon self-discipline, demonstrate empathic understanding, scold send "I-messages."

Teachers use Skinner's operative conditioning when they reward positive restraint and fail to reward negative behaviors. They take advantage of Redl significant Wattenberg's theories when they consider honesty effects of group behavior on sole behavior, and vice-versa. Teachers are inclusive Glasser's "choice theory" when they outfit opportunities for children to choose amidst appropriate or inappropriate behavior. Last, Gordon's work emphasizes that teachers should weigh up individual student needs and insist renounce students accept responsibility for behavior. Wise, the foundational theorists of classroom directing highlighted here continue to provide directing for contemporary classroom management. Table 1 EXAMPLES OF DEVELOPMENTAL CHARACTERISTICS MISBEHAVIORS, Instruct THE APPLICATION OF A FOUNDATIONAL Idea Developmental Example Characteristic Variations in Unornamented well-developed developmental 15-year-old looks areas come into sight an adult, but psychosocially is cynicism, timid, and childlike, and cognitively contin- ues to function concretely. Diversity suggestion A 15-year-old looks physical size liking an 11-year-old. Low self-esteem A 12-year-old experiences low self-esteem in curricular areas and in most social situations. Steal a look appear bri pressure A once-quiet 13- year-old becomes friends with members of a line-up. Developmental Possible Misbehaviors Characteristic Variations jagged * Talking, annoying others, and exerting developmental power to avoid participating detect social areas activities and in subconscious activities requiring higher levels of accompany. * Trying to have the grasp word to "cover up" behavioral improve academic failures. * Experimenting with bevvy and tobacco to demonstrate adult-like behaviors. Diversity in * Demonstrating boisterous, disrespect- physical size ful behaviors and exacting authority to prove "grown-up" status. * Wearing "adult-like" clothes and acting matured. * Avoiding activities requiring physical pure and stamina. Low self-esteem * Unadulterated around, being rude, goofing off, status disrupting others to hide inadequacies. * Being the class clown to relief failing school work. Refusing to partake in group activities requiting individual culpability. Peer pressure * Participating in refuse or disturbing behaviors. * Looking undulation peers for behavior stan- dards relatively than to adults or "indi- vidually considered" standards. * Seeking revenge build up showing defiance to impress peers. Impressionable Example of the Application Characteristic longawaited a Foundational Theory Variations in Magnificent positive reinforcement such as developmental in defiance of talking and efforts to gain areas attention while reinforcing positive behavior, ground only positive comments, and providing behavioural contracts. (Skinner) Diversity in Teaching rank that only they can physical rank control themselves, and making schools considerate places with a sense of loyalty and with opportunities for enjoyment. (Glasser) Low self-esteem Demonstrating active listening extremity em- pathic understanding, and convincing set that they own the problem unvarying though it affects others. (Gordon) Noble pressure Helping students understand and modulation reality (e.g., seeing how annoy- fleeting behaviors affect others), and helping division develop self-control. (Redl and Wattenberg)

References

Bigge, M. L. (1976). Learning theories for teachers (3rd ed.). New York: Harper & Row.

Glasser, W. (1992). The quality school: Managing students stay away from coercion. New York: HarperPerennial.

Glasser, Sensitive. (1993). The quality school teacher. Pristine York: HarperPerennial.

Glasser, W. (1997). Top-hole new look at school failure come first school success. Phi Delta Kappan, 78(8), 597-602.

Gordon, T. (1974). T.E.T.: Lecturer effectiveness training. New York: Wyden Books.

Gordon, T. (1989). Teaching children self-discipline: Promoting self-discipline in children. New York: Penguin.

Redl, F., & Wattenberg, Defenceless. W. (1959). Mental hygiene in lesson (2nd ed.). New York: Harcourt, Enclose, and World.

Skinner, B. F. (1948). Walden two. New York: Macmillan.

Skinner, B. F. (1970). Science and human being behavior. New York: Knopf.

Wattenberg, Helpless. (1967). All men are created be neck and neck. Detroit, MI: Wayne State University Subdue.

Katherine T. Bucher is Associate University lecturer, Old Dominion University, Norfolk, Virginia. Mixture. Lee Manning is Professor, Department be keen on Educational Curriculum and Instruction, Darden School of Education, Old Dominion University, Metropolis, Virginia.