Professional Documents
Culture Documents
Kim Jarvis
EDU 536
Introduction
This essay looks at five classroom management strategies and how they are appropriate
for different student development levels. It also looks at how they encourage critical thinking in
students. The five classroom management strategies used are, Wong’s Pragmatic Classroom,
Kagen, Kyle and Scott’s Win-Win Discipline, Curwin and Mendler’s Discipline With Dignity,
Morrish’s Real Discipline and Canter’s Behavior Management Cycle. It includes hypothetical
Wong’s Pragmatic Classroom is best suited for students who are at a low or moderate
level of development. It does not encourage critical thinking at all. Students are treated like
robots. They are told what to do, trained how to do it and when to do it.
Billy’s third grade teacher has trained his students that at 11:30, when he tells them to get
ready for lunch, they are to take everything that is on top of their desks and put it inside. Then
they have been trained to stand up and push their chairs in. Next, students who have brought
lunch boxes have been trained to retrieve them from the top of the bookcase and return to their
desks. The students have been trained that then, they are supposed to line up in ABC order and
wait for the teacher to tell the first person in line to open the door and the last person in line to
turn the lights off on the way out. When they return from lunch, the students have been trained
to wait for the teacher to tell the first person in line to open the door, enter the classroom and
turn the lights on. The teacher has trained the class to enter the room silently, return to their
desks and prepare for the reading lesson. The students with lunch boxes have been trained to put
Kagen, Kyle and Scott’s Win-Win Discipline is suited for students who are at a moderate
of high level of development. The main goal of Win-Win Discipline is to help students develop
long-term, self managed responsibility. (Charles 2008). It encourages critical thinking because
Student Diversity and Classroom Management 3
students help to make the class rules. They also learn life skills such as anger management,
Karen is a student in Mr. Johnson’s Algebra class. He has introduced a new concept and
Karen is frustrated because she doesn’t understand it. She loudly tells her neighbors that the
assignment is stupid and a waste of time. Mr. Johnson tells Karen that she seems to have
forgotten the rule about asking for help when you need it. He then reviews the rule with the
class. James raises his hand and tells Mr. Johnson that he understands the assignment, has
finished it and is willing to help Karen. Mr. Johnson thanks James for his offer of help and
Curwin and Mendler’s Discipline With Dignity is appropriate for all levels of
development. It has been found to work well with students who have been labeled as having
attitude problems and being at risk of dropping out of school. (Charles, 2008). Discipline With
of doing as they are told, students learn to make the best decision possible. When a student
misbehaves, they are asked to think about what they were doing, what will happen if they
continue doing it and what they can do differently next time. (Delisio, 2009).
Johnny is always listening to his Ipod in Ms. Blake’s history class. She has threatened to
take it away from him several times, which just makes him angry and defensive. One day,
instead of trying to take the Ipod away from Johnny, Ms. Blake asks him why he is always
listening to it. He responds that he is able to concentrate on his work better if he listens to music.
Ms. Blake asks him what music he is listening to and if he will allow her to listen to some of it.
Johnny says that he’s listening to Rap music and hands the Ipod to Ms. Blake. After listening to
lyrics that are full of foul and sexual language, she tells Johnny that if he will refrain from
listening to his Ipod during instruction time, she will allow him to listen to it when he is
Student Diversity and Classroom Management 4
supposed to be completing work. They also discuss the music he is listening to and Ms. Blake
asks if Johnny thinks it’s appropriate for school. Johnny thinks about it and says that it probably
is not appropriate for school. Ms. Blake asks him if he thinks he can find music to listen to that
is more appropriate for school. Johnny agrees to find different music for when he uses his Ipod
at school. The next day when Johnny comes to Ms. Blake’s class, he hands her his Ipod and says
that he found different music. Ms. Blake listens to the music and tells Johnny that she likes his
taste in music. During the lecture, Johnny keeps his Ipod turned off. When it is time to work on
Morrish’s Real Discipline is appropriate for students at all levels of development. It starts
by teaching very young students or students at a low level of development to “accept adult
authority and comply with it automatically.” (Charles, 2008). That is something that students
who are very young or at a low level of development need to learn. Next, it teaches students how
to behave. It focuses on teaching students the “skills, attitudes, and knowledge needed for
cooperation, proper behavior and increased responsibility.” (Charles, 2008). This is something
that students who are at low or intermediate levels of development need to learn. Lastly, it
teaches students how to make choices. Part of teaching students to make choices is to help them
become self-disciplined and to act appropriately even when the teacher is not present. That is
something that students who are at intermediate or advanced levels of development need to
learn. It encourages critical thinking because as students mature, they are able to make their own
Steven is a student in Mr. Greer’s 8th grade history class. He doesn’t care about his
performance in school and when he turns in work, it is always messy and sometimes illegible
and incomplete. Until now, his teachers have allowed him to turn it in that way. Mr. Greer tells
Steven that he does care about Steven’s performance and when he begins to care about it as
Student Diversity and Classroom Management 5
much as Mr. Greer does, it will become his choice. Mr. Greer also tells Steven that he will not
accept work that is messy, illegible or incomplete. He tells Steven that he will not grade the
work until it is done properly. It takes a while, but Steven does begin to care about his
Canter’s Behavior Management Cycle is appropriate for students who are at a low level
of development. It does not encourage critical thinking at all. Students are treated like robots.
They are told what to do and how to do it. If they don’t comply with instructions exactly, the
instructions are repeated with the students being mentioned by name. If a student still does not
exactly comply with instructions, the instructions are repeated with the student being mentioned
by name and then other students show the noncompliant student how to do what they were
instructed to do. If the student still does not comply with the instructions exactly, he or she
begins to lose privileges until he or she does comply with the instructions exactly.
Michael is a student in Ms. Lisa’s second grade class. Every day, after circle time, he
wanders around the room, talking to his friends instead of returning to his seat. On Monday,
after circle time, Ms. Lisa tells the class to return directly to their seats without wandering
around the room and talking to other students. Michael does not comply with the instructions.
On Tuesday, Ms. Lisa tells the class to return directly to their seats without wandering around
the room and talking to other students. She mentions Michael by name when giving instructions.
Michael still does not comply with the instructions. On Wednesday, she gives the same
instructions, mentions Michael by name and has two students model the proper behavior.
Michael still wanders around the room, talking to his friends before returning to his seat after
circle time. Ms. Lisa tells Michael that because he did not follow her instructions exactly, he has
chosen to lose five minutes from his recess time. On Friday, since he does not want to lose any
more of his recess time, Michael decides to comply with Ms. Lisa’s instructions exactly.
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Conclusion
levels. Wong’s Pragmatic Classroom and Canter’s Behavior Management Cycle are appropriate
for students at a low level of development. Morrish’s Real Discipline is appropriate for students
at all levels of development. Curwin and Mendler’s Discipline With Dignity is appropriate for
students at all levels of development but has been found to work well with students who have
been labeled as having attitude problems and being at risk of dropping out of school. Kagen,
Kyle and Scott’s Win-Win Discipline are appropriate for students who are at a high level of
development.
References
Charles, C. and Senter, G. (2008). Building Classroom Discipline (9th ed.). Boston,
Massachusetts: Allyn and Bacon/Pearson Education, Inc.