Classroom Management Styles

• Classroom management involves diverse skills and techniques for keeping students organized, focused, attentive, and academically productive.

Assertive Approach

• Teachers specify rules, consequences for disobedience, and communicate them clearly.
• Teachers stay calm and in control, give praise for good behavior, address rule violations, administer consequences, and clarify acceptable behavior.
• Explicit rules and consequences reduce ambiguity, which promotes predictability.
• Consistent consequences are administered.
• Reinforces teacher authority, which enables classroom control.
• Focuses on positive behavior.
• Overly rigid rules and consequences can create a negative or authoritarian environment.
• May not address individual student needs or emotional challenges.
• Poor implementation may cause adversarial relationships between teachers and students.
• Focuses on rules more than building positive relationships.

Business-Academic Approach

• This approach fosters a classroom free from disruptions, with orderly student behavior and enthusiastic learning through clear expectations for behavior and activities.
• Evertson and Emmer developed it, emphasizing organization and management during academic work.
• High school science teacher Ms. Evans uses a "Project Manager" system in her classes.
• Students form teams that assign roles, complete projects with deadlines and rubrics to mirror a work environment
• Emphasizes collaborative problem-solving and accountability, rewarding successful project completion with "team bonuses".
• Missed deadlines get "project revisions" as remediation.
• It enhances student well-being, creating a positive classroom environment, which yields academic benefits, and stronger student-teacher relationships.
• It could potentially foster a rigid and impersonal atmosphere.
• There is a risk of decreased student engagement and reduced relationship building.

Behavior-Modification Approach

• Behavior modification uses learning theory, like operant conditioning, to change behavior.
• It identifies environmental factors influencing behavior and aims to increase desired behaviors while decreasing undesirable ones.
• Mr. Chen uses a "Token Economy": students earn tokens for completing assignments and participating positively, which they can redeem for rewards.
• Students receive a verbal warning for disruptions, and continued behavior results in token loss
• Simple to use with immediate results.
• Accommodates a teacher's desire to maintain control.
• Students feel successful when they obtain rewards.
• Standards of behavior are uniform, consistent, and clear.
• Results may not last long, and students might not perform without rewards.
• Students may not learn to govern their own behavior.
• May seem like bribery to teachers and neglects underlying problems from home, society, or school.

Group Managerial Approach

• It focuses on managing student behavior and engagement within a group setting.
• Key focus on group dynamics and the nurturing of collective responsibility for a positive learning environment
• Ms. Rodriguez forms "Student Governance Committees" where students create rules, plan activities, and resolve conflicts to foster shared responsibility.
• It empowers them to shape their environment with peer mediation.
• The committee discusses issues when students disrupt, to promote a collaborative classroom culture.
• It increases engagement, helps develop social skills, and shares responsibility, but it may cause conflict.
• This may result in unequal participation and may be very time consuming.

Group Guidance Approach

• Manipulates or changes the surface behavior of students from a group basis
• Discipline and classroom control are achieved through the group atmosphere
• Ms. Green holds weekly "Class Circles" for students to discuss problems and find solutions together.
• She helps them to learn to understand each other's feelings from a group basis.
• This inspires learning and understanding and saves time and effort while improving the student's attitude and behavior.
• It develops wholesome and helpful awareness of unrecognized needs and problems of the students.
• It can't substitute individual counseling and students may feel hesitant to divulge their personal problems in the group.

Acceptance Approach

• Accept each student for who they are in their education, and treat all students the same regardless of behavior or acquired knowledge.
• Mr. Diaz starts class by asking how everyone feels and listens to each student's emotions.
• Misbehavior prompts discussion about feelings, not just actions.
• Enhances student well-being, academic benefits, and a positive classroom environment.
• Students act out to seek attention, power, or revenge, which leads to student withdrawal.

Success Approach

• Helps students make proper choices through experiencing success via the help of a teacher.
• Humanistic psychology and a democratic teaching model ground this practice.
• Mr. Brown gives tasks that students can easily complete, which builds confidence,
• Praising every small step of progress to inspire good learning and breaking work into smaller parts for struggling students is key.
• Increased motivation and engagement stems from improved self-esteem and confidence.
• This enables personalized learning with development of a growth mindset, where reduced stress and anxiety are achieved.
• It risks neglecting individual differences and difficulties in assessing progress, with potential for lack of challenge.