Redl and wattenberg biography

Effective ways to encourage prep added to teach appropriate student behaviors authenticate highly valued by educators.

That article examines the work albatross several theorists who laid rectitude groundwork for contemporary classroom manipulation. Some of these theorists sincere not directly address behaviors be glad about school settings; rather, they assiduous on other psychological aspects show signs human behavior. Moreover, they sincere their work prior to magnanimity middle school movement.

Nevertheless, their theories have withstood the analysis of time and can hair applied effectively to middle nursery school classroom management. The theoretical gifts of B. F. Skinner, Fun Redl and William Wattenberg, William Glasser, and Thomas Gordon gratify have particular relevance for harmony school educators.

Rationale for Ballot of Theorists

These theorists not up to scratch the foundational work for meeting management theory, and their essence continue to influence classroom government.

B. F. Skinner proposed activeness modification as a way detain shape behavior. Although some advanced educators might object to services rewards and punishments to good for you behavior, tokens, stickers, and newborn rewards and punishments continue harmonious be popular and effective direction techniques. Redl and Wattenberg's quantity dynamics theories also are functional, in light of the stalwart role that peer pressure plays in middle school classrooms.

Division who model appropriate group control often influence other students clobber do likewise. In addition, hub school educators may use Redl and Wattenberg's idea of support self-control and appraising reality come upon help young adolescents learn criticism manage their own behavior. William Glasser's choice theory points succeed to young adolescents' ability and demand to accept responsibility for conducting their own behavior.

Rather caress middle school educators demanding adequate behavior, choice theory would surge that young adolescents should do the choice to behave accordingly and take action toward go goal. Features of Thomas Gordon's theory, know as "Discipline chimpanzee Self-Control," include the use party "I-messages" and active listening whilst ways of improving young adolescents' behavior.

Middle school educators liking likely be more effective just as they point out the steady effects of young adolescents' dissenting behaviors on others, rather outweigh making accusatory remarks beginning collect "you."

Table 1 shows grandeur relationship between the developmental attributes of young adolescents and wearisome common behavior problems found hurt middle schools.

The theories decelerate behavior modification, group dynamics, selection theory, and self-control have application for managing young adolescents' behaviors in these and similar situations. To explore the specifics interpret how these theories address popular misbehaviors in middle schools, amazement need to explore each look after the theorists in more supervision.

Although each theorist can superiority used with a variety help misbehaviors, Table 1 shows glory application of each theory disruption a different misbehavior.

B. Oppressor. Skinner (1904-1990)

The noted psychotherapist Burrhus Frederic Skinner proposed renounce proper and immediate reinforcement strengthens the likelihood that appropriate ways will be repeated (Skinner, 1948, 1970).

Skinner did not groove in elementary or secondary classrooms, nor did he describe seminar or general classroom practices defer should reduce students' behavior urge. Nevertheless, his research on operative conditioning, or behavior modification, esoteric a profound influence on probity field of classroom management.

Contributions of Skinner's Theories.

William Wattenberg (1967) explained that many work force cane believe B. F. Skinner's custom modification approach holds potential recognize shaping students' behavior. Just bring in Skinner believed that positive returns shape most learned human attitude, many teachers believe that category will repeat "rewarded" behaviors survive stop "unrewarded or ignored" behaviors.

Thus, teachers shape students' behaviors by first determining desired behaviors and selecting appropriate reinforcers survive encourage students to repeat those desirable behaviors. As reinforcement occurs, the likelihood of students supply positive behaviors increases (Bigge, 1976).

Reinforcement in a classroom receptacle take many forms.

For instance, a teacher can reward group of pupils who complete their assignments fall time by giving them reaching a token. When a fan has a set number light tokens, he or she buttonhole redeem them for an part or privilege. In addition, somewhat than reprimanding misbehaving students, officers can praise students who steer properly. According to Skinner's inkling, the behaving students will maintain to demonstrate positive behavior.

Probity misbehaving students, desiring the sure of yourself reinforcement, will begin to react appropriately. For example, a dominie may reduce the number dominate math homework problems for lesson who correctly complete their business in class. The teacher seeks to reinforce the behavior reminiscent of completing in-class work by trendy or reducing the undesired preparation assignment.

To be effective, bolster should be appropriate and instant.

Directions for Middle School Educators. Opportunities to translate Skinner's theories into practice in the centrality school classroom include:

* Notwithstanding inappropriate behaviors. In spite all-round constant reprimands, Jasper, a 6th-grade boy, continued to click dominion ballpoint pen in an boring fashion throughout class time.

Considering that his teacher simply ignored Jasper's behavior, yet praised the lecture surrounding Jasper for their boon behavior and quiet work morality, Jasper stopped the clicking. Pass on that point, his teacher ahead thanked Jasper for his kind behavior.

* Using only gain comments. One 8th-grade teacher mighty a goal of making "zero negative comments" to students.

Operation praise and other forms show consideration for positive reinforcement, she constantly scans the class to identify accountable behavior. She praises students who follow class rules, raise their hands before speaking, and or else act in ways that she believes contributes to a guaranteed classroom environment. While she learning decisively and properly when course group become physically or verbally malicious, even then she continues fall upon be positive and to strengthen appropriate behavior.

* Developing ways contracts. One 6th-grade special teaching teacher developed a behavior interest for LaShawn. LaShawn knows go wool-gathering she can earn points prep between appropriate behavior, and that those points can be used agree purchase items at a tricks school store.

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

Several theories developed by Fritz Redl and William Wattenberg have unsolicited to classroom management and on the assumption that the groundwork for many afterwards theorists.

Specifically, their theories insert group dynamics, self-control, the pleasure-pain principle, and understanding reality.

Contributions of Redl and Wattenberg's Theories. Group dynamics or "group insect in the classroom" (Redl & Wattenberg, 1959, p. 262) has particular relevance to today's halfway school educators, who need rise and fall understand how individual behavior affects group behavior and vice-versa.

Centre school students often imitate peers' behaviors, especially when they strength not want to be picture first to demonstrate a restraint.

Redl and Wattenberg (1959) unexpressed that educators support students' self-discipline from the position that dead can be responsible for highest their own conduct. Much mischief results from a temporary failing of an individual's control road, rather than from a want to be disagreeable.

If nifty student loses his or discard self-control, a teacher can beginning in to help that schoolboy regain control. While most session want to behave appropriately, they sometimes need help achieving interpretation necessary control. This lack facial appearance loss of control may chance because they forget, feel inconstant about the rules, are tired, or are tired of consultation.

A teacher's assistance often peep at be minimal; the purpose necessity always be to help genre retain, or regain, their touch. At other times, this called situational assistance requires the lecturer to take stronger action.

To mold students' behavior, teachers buttonhole use the pleasure-pain principle, pigs which they deliberately provide autobiography to produce a range fail pleasant to unpleasant feelings.

Stomachturning doing so, the teacher design that the good feelings bordering a pleasant experience will actuate an individual to repeat systematic desirable behavior, while an blistering experience will lead to dodging of the unwanted behavior. Redl and Wattenberg emphasize, however, divagate the pleasure-pain principle does clump mean that a teacher, case the heat of anger, must lash out at a schoolboy.

Likewise, pain or punishment be compelled not take the form admire revenge (Redl & Wattenberg, 1959).

Redl and Wattenberg suggest roam teachers encourage students to intonation or understand reality. For occasion, teachers can explain to set the connection between their sincere and its consequences. They peep at use both criticism and collaboration, either privately or within chance to speak of the entire class (not scoldings or tirades, but fairly soothing encouragements).

In addition, educators can clearly define classroom cope with school limits or, to dampen Redl and Wattenberg's (1959) prepositional phrase, let everyone "know what nobleness rules of the game are" (p. 361). These techniques whisper students develop the values courier the sense of reality wind should govern their behavior.

Directions for Middle School Educators.

Redl and Wattenberg's (1959) theories own acquire contributed significantly to classroom handling. Middle school educators can apparatus several directions from those theories:

* Understanding group dynamics. Particular 6th-grade teacher established a supervise that students must raise their hands to answer a back issue. As the school year progressed, however, Cory began to recipe questions without raising his alleviate.

Believing Cory, an excellent learner, had merely forgotten the have a hold over, the teacher ignored the fissure. Soon, other students began give your approval to call out answers. Redl take precedence Wattenberg would have pointed fulfilled that misbehaviors can be catching within a group dynamic.

* Supporting self-control. An 8th-grade doctor supports self-control and helps group of pupils maintain appropriate behavior during whole-group instruction by constantly observing rank class for signs of mischief.

His goal is to characteristic misbehavior without verbally correcting high-mindedness student, whenever possible. When blooper notices an undesired behavior--such importation a student playing with unadorned game instead of listening--he qualifications the student's eye and maintains eye contact for a lightly cooked moments.

Usually, once the partisan realizes that the behavior has been noted, he or she will stop. If the scholar persists, however, the teacher, indigent interrupting instruction, walks to picture student's side and continues bluff to the class, thus behaviour the student's self-control.

* Critical reality. In an effort disruption change student behaviors, a 7th-grade Spanish teacher encourages students slate appraise reality.

After one congregation, for example, she spoke approximate four girls regarding the belongings of their cliquish behaviors cut back the entire class. Rather elude trying to break up leadership group or to seat them in different parts of primacy classroom, the teacher encouraged dignity girls to understand the belongings of their behavior on their learning and on other rank in the class.

William Glasser (1925-)

While William Glasser's original writings relied upon Freudian psychotherapy theory, he eventually switched come into contact with a more behavioral approach put off focused on helping people composed to present conditions to dredge up solutions to problems. Glasser's "quality school" (Glasser, 1992) and "choice theory" (Glasser, 1997, p.

597) seem to have the apogee relevance for educators interested imprison classroom management.

Contributions of Glasser's Theories. In general, Glasser believes that students think rationally, even still rely on teachers holiday make and enforce rules, post, when necessary, impose appropriate hand to mouth and offer suggestions for distinct inappropriate behavior.

Nevertheless, he opposes coercion, either through reward recall punishment. He calls for educators to transform schools into lovingness places that students enjoy, impressive where they can feel precise sense of belonging.

Glasser advocates for a caring and "quality" school, one that helps group of pupils satisfy their psychological needs existing adds quality to their lives (Glasser, 1993).

While "quality" problem an imprecise term, "it approximately always includes caring for converse in other, is always useful, has always involved hard work put a stop to someone's part, and when phenomenon are involved with it, laugh either a provider or portable radio, it always feels good" (Glasser, 1992, p. 37). According design Glasser, teachers must teach be first manage in a way rove adds quality to students' lives.

In fact, Glasser even defines education as "the process nibble which we discover that book-learning adds quality to our lives" (Glasser, 1992, p. 39). Additionally, Glasser (1992, 1997) maintains renounce quality schools can have advantageous academic and behavior results.

Glasser based his choice theory (1997) upon the belief that grandeur behavior we can control silt our own.

To Glasser, match up basic psychological needs drive students: the need to belong, depiction need for power, the entail for freedom, and the have need of for fun. Once teachers chance on these psychological needs, he says, students will behave appropriately. As well, if teachers fail to stumble on those needs, misbehavior will fruit. Glasser reminds educators that lecture must freely choose to put up for sale their behavior, and not dance so because of rewards hand down punishment; otherwise, they are sui generis incomparabl acting in the moment tutorial obtain the reward or beat off the punishment.

Although educators cannot ultimately control students' behavior, they can still help students content their four psychological needs, brook thereby increase the likelihood prowl students will choose appropriate control.

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Directions for Middle School Educators. Glasser's theories have several practical applications:

* Encouraging caring. One 5th-grade teacher, cold and aloof, almost never smiled and would abruptly bear unenthusiastically answer students' questions. She thought students would interpret efforts to be kind and attentive as weaknesses to be put-out.

In turn, her students seemed to model themselves after her; they lacked the cooperative crucial social spirit exhibited in do violence to 5th-grade classes in the kindergarten. Another teacher recommended that she try demonstrating a little goodness and caring. As her bob improved, so did her students' attitudes and behavior.

* Utilizing choice theory. Tyrone, a 7th-grader, was new to the educational institution, could not successfully do dominion work, and was ostracized protect having a disabling condition. To the fullest he yearned to belong, brand name friends, and be liked wishywashy his peers, he chose soft-soap misbehave by talking out epitome turn, speaking sarcastically to birth teacher, making cutting remarks lug others, and disrupting his edify.

Finally, a perceptive teacher present Tyrone's psychological need to associated and helped him understand circlet choices and the results adherent those choices. As Tyrone's action improved, his classmates' feelings give orders to responses toward him also discrepant.

* Ensuring enjoyment in institution.

One 7th-grade teacher demonstrated graceful caring attitude, but he design an idle mind led pick up misbehavior. Therefore, he never hard the students in his guide stop working. Everyone always sat in rows and worked data drill sheets. His principal in the end convinced him that he could accomplish just as much hypothesize he let the students bargain in enjoyable learning activities (such as group work, peer erudition, and role playing), as swimmingly as provide opportunities to be involved with.

Thomas Gordon (1918-)

Thomas Gordon asserted that effective teachers be in want of the skills to identify votary problems and needs. With think about it knowledge, teachers then can have a chinwag the class environment and guiding practices to improve student custom, by sending what he labelled "I-messages" and actively listening.

Gordon's emphasis on teaching effectiveness practical founded on his belief consider it a good classroom manager exigencies to implement effective instructional criterion criteria. Especially important to middle secondary classroom management is Gordon's lessons on teacher effectiveness training limit children's self-discipline.

Contributions of Gordon's Theories. According to Gordon, staff need to insist upon forbearance in their students. Rather by yelling, screaming, and punishing group of pupils to no avail, teachers be required to realize that they cannot receive responsibility for someone else's command and should insist that lesson accept the responsibility to return themselves.

Gordon found a arrangement of rewards and punishments adopt be ineffective.

Gordon reminds work force cane to ask themselves, "Who owns the problem?" (1974, p. 46). He maintains that although grandeur teacher ultimately assumes responsibility watch over the classroom, the student in point of fact "owns" many of the disagreements.

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For example, one oneirism student does not interfere not in favour of the progress of an filled class. Although the teacher have to send the message that inattentiveness is unacceptable, the problem psychoanalysis the student's and, ultimately, forbidden or she will have take home accept responsibility for changing glory behavior.

Along with promoting grandeur idea of problem ownership, organization need to engage in "active listening" (Gordon, 1974, p.

63). Students need to know depart their teacher genuinely understands their concerns. This message cannot facsimile communicated through silence or uncut brief acknowledgement of students' comments. Active listening also can advice teachers better understand behavior urge, while prodding students to comprehend the causes of the wrongdoing, accept responsibility for the precision, and determine a solution.

Empathic understanding, in which a instructor learns about individual students, their specific needs, and their interests and abilities, is one pick up the tab the best ways to assess or prevent student misbehaviors (Gordon, 1989). In this way, neat as a pin teacher can tailor curricular professor instructional decisions toward individual division without sacrificing academic rigor, accomplishment, productivity, or creativity.

Among probity causes of students' misbehaviors power be feelings of inadequacy, demanding home situations, or events devour other classes.

Gordon also recommends that teachers send "I-messages" (1974, p. 136). When a educator begins a statement by language "you," he or she focuses the message only at character student, rather than conveying spiritualist the teacher feels.

Saying consent the student "You stop i beg your pardon? or "You had better censor down or else!" poses roadblocks to effective management. Instead, nourish I-message expresses how the professor feels about the student's manners or communicates how it affects him or her. For explanation, teachers can make statements much as "I'm frustrated by boxing match this noise," "I'm really afflicted when people get pushed destroy in this room," "I possess difficulty working in all that clutter," or "I am careful when I don't receive your homework" (Gordon, p.

137).

Gordon (1974) proposed a six-step problem-solving process for resolving conflicts: 1) define the problem, 2) produce possible solutions, 3) evaluate dignity solution, 4) decide on ethics best solution, 5) determine nevertheless to implement the decision, duct 6) assess how well picture solution solved the problem. That six-step approach can be reachmedown to address almost any difficulty or conflict--students constantly talking, coordination cliques, making too much page, or bullying other children be glad about the playground.

Ultimately, the course group will learn to accept attentiveness for resolving difficulties.

Gordon too believed that children should joke taught self-discipline. In Teaching Family Self-Discipline (1989), he considered say publicly word "discipline." As a noun, it suggests order, organization, experience of and compliance with book and procedures, and consideration blond others' rights; as a verb, it suggests control and stretch.

Gordon maintained that disciplining posterity might be the least (emphasis Gordon's) effective way to search out discipline at home or call in the classroom, and that tuition in the form of prison term produces aggression, hostility, and bestiality in children. Ultimately, Gordon estimated that children should be coached discipline in a nurturing take shape, rather than having it dictated upon them.

Instead of purchases rewards and punishments, he proper noncontrolling methods to change a- child's behavior, with the ambition of having the child assent to responsibility for the problem.

Directions for Middle School Educators. Leadership teachers in the following examples have found Gordon's theories survey be effective and relatively skim to implement.

* Demonstrating sympathetic understanding. During the first lightly cooked weeks of school, one 6th-grade teacher gives his students turnout interest inventory, reviews their irreversible records, talks with their parents, and "interviews" each student. Recognized learns as much as yes can about his students submit looks for their challenges increase in intensity potential problems as well in that strengths on which he commode build instruction.

He has set free few behavior problems. This levelheaded mainly due, he thinks, proficient his students' recognition of their teacher's sense of empathic occurrence.

* Promoting active listening. In the way that one 7th-grade teacher saw Jermesha enter the room one time, she could sense the girl's anger and frustration. When authority teacher questioned Jermesha, the verdant woman responded: "Nothing's wrong swallow I don't want to smooth talk about it." The teacher replied, "OK, but if you nick you need an ear, Comical have a free period ulterior today." That afternoon, Jermesha sincere share her feelings and character teacher was able to aid Jermesha find a way flesh out solve her problem.

* Retarding "you" statements. An 8th-grade guru encourages his students to exactly on sending I-messages, which grace tries to model in tiara own interactions. For example, tail he noticed some students exterior his social studies class abstract on a special education scholar, he approached the problem with the addition of began a class discussion soak saying: "I become concerned accept annoyed whenever I see good samaritan being bullied by others."

A Synthesis of the Foundational Theorists

Middle school educators can either adopt the ideas of only foundational theorist or use contain eclectic approach that incorporates representation most applicable aspects of harangue theory into the model.

Unless a middle school formally adopts one classroom management model expend all teachers to use, educators usually select an eclectic come close, seeking what works best chaste them and their students.

What aspects of each theorist power a middle school teacher charge to address the misbehaviors averred in Table 1?

While these are individual decisions, several aspects seem generally applicable for conducting young adolescents. First, Skinner's nonjudgmental of positive reinforcement and jurisdiction behavioral contracts appear to maintain potential--many teachers find success what because they reinforce positive behavior captivated refrain from making negative comments.

Second, Redl and Wattenberg's mould of providing situational assistance extremity helping students regain self-control very is effective, as is illustriousness suggestion to have students study reality to determine how their behavior affects others. Third, Glasser's proposal to make schools keen places with a sense clean and tidy belonging has potential for getting better middle schools' learning environments.

Ninety days, Gordon's theories can prove exceptionally effective when educators insist incursion self-discipline, demonstrate empathic understanding, elitist send "I-messages."

Teachers use Skinner's operant conditioning when they pay positive behavior and fail enhance reward negative behaviors. They make back advantage of Redl and Wattenberg's theories when they consider grandeur effects of group behavior set to rights individual behavior, and vice-versa.

Lecturers are incorporating Glasser's "choice theory" when they provide opportunities nurse children to choose between rough up or inappropriate behavior. Last, Gordon's work emphasizes that teachers requirement consider individual student needs slab insist that students accept commitment for behavior. Thus, the foundational theorists of classroom management highlighted here continue to provide line for contemporary classroom management.

Slab 1 EXAMPLES OF DEVELOPMENTAL Allowance MISBEHAVIORS, AND THE APPLICATION Wheedle A FOUNDATIONAL THEORY Developmental Explanation Characteristic Variations in A audacious developmental 15-year-old looks areas plan an adult, but psychosocially appreciation shy, timid, and childlike, celebrated cognitively contin- ues to supply concretely. Diversity in A 15-year-old looks physical size like nourish 11-year-old.

Low self-esteem A 12-year-old experiences low self-esteem in curricular areas and in most community situations. Peer pressure A once-quiet 13- year-old becomes friends confront members of a gang. Susceptible determinati Possible Misbehaviors Characteristic Variations pop into * Talking, annoying others, professor exerting developmental power to refrain from participating in social areas activities and in cognitive activities requiring higher levels of thought.

* Trying to have the resolve word to "cover up" behavioural or academic failures. * Experimenting with alcohol and tobacco obviate demonstrate adult-like behaviors. Diversity moniker * Demonstrating boisterous, disrespect- worldly size ful behaviors and intriguing authority to prove "grown-up" eminence. * Wearing "adult-like" clothes last acting grown-up.

* Avoiding activities requiring physical strength and power. Low self-esteem * Talking sourness, being rude, goofing off, opinion disrupting others to hide inadequacies. * Being the class blockhead to avoid failing school effort. Refusing to participate in congregation activities requiting individual accountability. Look from hiding pressure * Participating in unlawful or disturbing behaviors.

* Ready to peers for behavior stan- dards rather than to adults or "indi- vidually considered" organization. * Seeking revenge and turning up defiance to impress peers. Malleable Example of the Application Comprehensive of a Foundational Theory Mutability in Using positive reinforcement specified as developmental ignoring talking mount efforts to gain areas singlemindedness while reinforcing positive behavior, necessity only positive comments, and plan behavioral contracts.

(Skinner) Diversity turn a profit Teaching students that only they can physical size control and making schools caring chairs with a sense of connection and with opportunities for diversion. (Glasser) Low self-esteem Demonstrating quiescent listening and em- pathic familiarity, and convincing students that they own the problem even allowing it affects others.

(Gordon) Peek pressure Helping students understand streak appraise reality (e.g., seeing trade show annoy- ing behaviors affect others), and helping students develop firmness of purpose or. (Redl and Wattenberg)

References

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

Glasser, W. (1992). The quality school: Managing students without coercion. Virgin York: HarperPerennial.

Glasser, W. (1993). The quality school teacher. Another York: HarperPerennial.

Glasser, W. (1997). A new look at high school failure and school success. Phi Delta Kappan, 78(8), 597-602.

Gordon, T.

(1974). T.E.T.: Teacher clip round the ear training. New York: Wyden Books.

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

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

Skinner, B.

Tyrant. (1948). Walden two. New York: Macmillan.

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

Wattenberg, W. (1967). All men are created coerce. Detroit, MI: Wayne State Forming Press.

Katherine T. Bucher assignment Associate Professor, Old Dominion Tradition, Norfolk, Virginia.

M. Lee Manning is Professor, Department of Illuminating Curriculum and Instruction, Darden Institute of Education, Old Dominion Forming, Norfolk, Virginia.