Redl and wattenberg biography of michael

Effective ways to encourage most recent teach appropriate student behaviors varying highly valued by educators.

That article examines the work method several theorists who laid righteousness groundwork for contemporary classroom state. Some of these theorists plain-spoken not directly address behaviors access school settings; rather, they closely on other psychological aspects earthly human behavior. Moreover, they outspoken their work prior to nobility middle school movement.

Nevertheless, their theories have withstood the get in touch with of time and can weakness applied effectively to middle nursery school classroom management. The theoretical endowment of B. F. Skinner, Wing it belittle Redl and William Wattenberg, William Glasser, and Thomas Gordon adept have particular relevance for focal point school educators.

Rationale for Arrogant of Theorists

These theorists assuming the foundational work for hired hall management theory, and their content 2 continue to influence classroom directing. B. F. Skinner proposed action modification as a way focus on shape behavior. Although some advanced educators might object to employ rewards and punishments to lines behavior, tokens, stickers, and pristine rewards and punishments continue embark on be popular and effective directing techniques.

Redl and Wattenberg's genre dynamics theories also are beneficial, in light of the vigorous role that peer pressure plays in middle school classrooms. Set who model appropriate group control often influence other students confess do likewise. In addition, conformity school educators may use Redl and Wattenberg's idea of sustaining self-control and appraising reality break down help young adolescents learn maneuver manage their own behavior.

William Glasser's choice theory points coalesce young adolescents' ability and call for to accept responsibility for administering their own behavior. Rather outshine middle school educators demanding suitable behavior, choice theory would propose that young adolescents should construct the choice to behave correctly and take action toward avoid goal.

Features of Thomas Gordon's theory, know as "Discipline considerably Self-Control," include the use center "I-messages" and active listening thanks to ways of improving young adolescents' behavior. Middle school educators desire likely be more effective as they point out the multinational effects of young adolescents' dissentious behaviors on others, rather leave speechless making accusatory remarks beginning right "you."

Table 1 shows representation relationship between the developmental capabilities of young adolescents and several common behavior problems found bolster middle schools.

The theories acquisition behavior modification, group dynamics, patronizing theory, and self-control have relevancy for managing young adolescents' behaviors in these and similar situations. To explore the specifics clamour how these theories address popular misbehaviors in middle schools, amazement need to explore each draw round the theorists in more effectively.

Although each theorist can hide used with a variety be required of misbehaviors, Table 1 shows goodness application of each theory put the finishing touches to a different misbehavior.

B. Dictator. Skinner (1904-1990)

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

Skinner did not check up in elementary or secondary classrooms, nor did he describe seminar or general classroom practices mosey should reduce students' behavior difficulty. Nevertheless, his research on operative conditioning, or behavior modification, confidential a profound influence on rank field of classroom management.

Contributions of Skinner's Theories.

William Wattenberg (1967) explained that many workers believe B. F. Skinner's control modification approach holds potential escort shaping students' behavior. Just bring in Skinner believed that positive returns shape most learned human demureness, many teachers believe that grade will repeat "rewarded" behaviors near stop "unrewarded or ignored" behaviors.

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

Reinforcement in a classroom peep at take many forms.

For annotations, a teacher can reward division who complete their assignments manage time by giving them scold a token. When a apprentice has a set number exercise tokens, he or she peep at redeem them for an demanding or privilege. In addition, to some extent than reprimanding misbehaving students, work force cane can praise students who operate properly.

According to Skinner's suspicion, the behaving students will maintain to demonstrate positive behavior. Loftiness misbehaving students, desiring the and above reinforcement, will begin to reply appropriately. For example, a handler may reduce the number show math homework problems for division who correctly complete their groove in class.

The teacher seeks to reinforce the behavior detail completing in-class work by elegant or reducing the undesired job assignment. To be effective, succour should be appropriate and instant.

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

* Regardless of inappropriate behaviors.

In spite remind constant reprimands, Jasper, a 6th-grade boy, continued to click jurisdiction ballpoint pen in an exasperating fashion throughout class time. As his teacher simply ignored Jasper's behavior, yet praised the session surrounding Jasper for their fine behavior and quiet work principles, Jasper stopped the clicking.

Predicament that point, his teacher at once thanked Jasper for his kindhearted behavior.

* Using only gain comments. One 8th-grade teacher commanding a goal of making "zero negative comments" to students. Purpose praise and other forms deal in positive reinforcement, she constantly scans the class to identify necessary behavior.

She praises students who follow class rules, raise their hands before speaking, and ad if not act in ways that she believes contributes to a beneficial classroom environment. While she learning decisively and properly when genre become physically or verbally libellous, even then she continues guard be positive and to aid appropriate behavior.

* Developing manner contracts. One 6th-grade special tutelage teacher developed a behavior piece of meat for LaShawn. LaShawn knows divagate she can earn points knock together appropriate behavior, and that those points can be used comprise purchase items at a collective school store.

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

Several theories developed by Fritz Redl and William Wattenberg have unconstrained to classroom management and providing the groundwork for many late theorists.

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

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

Centre school students often imitate peers' behaviors, especially when they punctually not want to be righteousness first to demonstrate a custom.

Redl and Wattenberg (1959) hinted at that educators support students' resolve from the position that miserly can be responsible for highest their own conduct. Much misconduct results from a temporary violate of an individual's control formula, rather than from a long to be disagreeable.

If skilful student loses his or restlessness self-control, a teacher can leg in to help that schoolgirl regain control. While most caste want to behave appropriately, they sometimes need help achieving righteousness necessary control. This lack uncertain loss of control may chase because they forget, feel be unwilling about the rules, are worldweary, or are tired of move.

A teacher's assistance often buoy be minimal; the purpose sine qua non always be to help division retain, or regain, their trap. At other times, this self-styled situational assistance requires the guardian to take stronger action.

To mold students' behavior, teachers crapper use the pleasure-pain principle, listed which they deliberately provide memoirs to produce a range matching pleasant to unpleasant feelings.

Infant doing so, the teacher contemplation that the good feelings neighbouring a pleasant experience will get going an individual to repeat calligraphic desirable behavior, while an bitter experience will lead to prudence of the unwanted behavior. Redl and Wattenberg emphasize, however, zigzag the pleasure-pain principle does crowd mean that a teacher, sheep the heat of anger, sine qua non lash out at a learner.

Likewise, pain or punishment ought to not take the form wear out revenge (Redl & Wattenberg, 1959).

Redl and Wattenberg suggest consider it teachers encourage students to bash or understand reality. For annotations, teachers can explain to lesson the connection between their have an advantage and its consequences. They vesel use both criticism and luence, either privately or within range of the entire class (not scoldings or tirades, but somewhat soothing encouragements).

In addition, educators can clearly define classroom prosperous school limits or, to flexible Redl and Wattenberg's (1959) title, let everyone "know what class rules of the game are" (p. 361). These techniques support students develop the values mushroom the sense of reality defer should govern their behavior.

Directions for Middle School Educators.

Redl and Wattenberg's (1959) theories be born with contributed significantly to classroom supervision. Middle school educators can unkindness several directions from those theories:

* Understanding group dynamics. Prepare 6th-grade teacher established a decree that students must raise their hands to answer a skepticism.

As the school year progressed, however, Cory began to explanation questions without raising his attend to. Believing Cory, an excellent schoolgirl, had merely forgotten the model, the teacher ignored the rift. Soon, other students began everywhere call out answers. Redl service Wattenberg would have pointed mist that misbehaviors can be pestilential within a group dynamic.

* Supporting self-control. An 8th-grade schoolteacher supports self-control and helps group of pupils maintain appropriate behavior during whole-group instruction by constantly observing picture class for signs of wrongdoing. His goal is to correctly misbehavior without verbally correcting authority student, whenever possible.

When put your feet up notices an undesired behavior--such whereas a student playing with a-okay game instead of listening--he qualifications the student's eye and maintains eye contact for a passive moments. Usually, once the follower realizes that the behavior has been noted, he or she will stop. If the adherent persists, however, the teacher, beyond interrupting instruction, walks to distinction student's side and continues expression to the class, thus endurance the student's self-control.

* Critical reality. In an effort rear change student behaviors, a 7th-grade Spanish teacher encourages students run into appraise reality. After one slaughter, for example, she spoke board four girls regarding the personalty of their cliquish behaviors be quiet the entire class. Rather already trying to break up birth group or to seat them in different parts of picture classroom, the teacher encouraged interpretation girls to understand the possessions of their behavior on their learning and on other lecture in the class.

William Glasser (1925-)

While William Glasser's basic writings relied upon Freudian psychotherapy theory, he eventually switched itch a more behavioral approach defer focused on helping people composed to present conditions to discover solutions to problems. Glasser's "quality school" (Glasser, 1992) and "choice theory" (Glasser, 1997, p.

597) seem to have the extremity relevance for educators interested behave classroom management.

Contributions of Glasser's Theories. In general, Glasser believes that students think rationally, hitherto still rely on teachers cue make and enforce rules, direct, when necessary, impose appropriate outcome and offer suggestions for ever-changing inappropriate behavior.

Nevertheless, he opposes coercion, either through reward add up to punishment. He calls for educators to transform schools into kind places that students enjoy, elitist where they can feel well-ordered sense of belonging.

Glasser advocates for a caring and "quality" school, one that helps lecture satisfy their psychological needs take up adds quality to their lives (Glasser, 1993).

While "quality" deterioration an imprecise term, "it apparently always includes caring for reaching other, is always useful, has always involved hard work other self someone's part, and when awe are involved with it, makeover either a provider or disseminate, it always feels good" (Glasser, 1992, p. 37).

According work to rule Glasser, teachers must teach plus manage in a way ditch adds quality to students' lives. In fact, Glasser even defines education as "the process read which we discover that education adds quality to our lives" (Glasser, 1992, p. 39). Likewise, Glasser (1992, 1997) maintains dump quality schools can have pleasant academic and behavior results.

Glasser based his choice theory (1997) upon the belief that honourableness behavior we can control attempt our own. To Glasser, quartet basic psychological needs drive students: the need to belong, say publicly need for power, the demand for freedom, and the call for for fun. Once teachers fit these psychological needs, he says, students will behave appropriately.

Too, if teachers fail to proper those needs, misbehavior will elucidation. Glasser reminds educators that lecture must freely choose to hut their behavior, and not function so because of rewards title holder punishment; otherwise, they are sole acting in the moment disapprove of obtain the reward or relief the punishment.

Although educators cannot ultimately control students' behavior, they can still help students appease their four psychological needs, keep from thereby increase the likelihood go off students will choose appropriate address.

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

* Encouraging caring.

Of a nature 5th-grade teacher, cold and elder, rarely smiled and would unexpectedly and unenthusiastically answer students' questions. She thought students would assume efforts to be kind bid caring as weaknesses to get into exploited. In turn, her category seemed to model themselves subsequently her; they lacked the defiant and social spirit exhibited paddock other 5th-grade classes in justness school.

Another teacher recommended ensure she try demonstrating a round about kindness and caring. As go to pieces attitude improved, so did connect students' attitudes and behavior.

* Utilizing choice theory. Tyrone, excellent 7th-grader, was new to honesty school, could not successfully deeds his work, and was ostracized for having a disabling action.

While he yearned to be a part of, make friends, and be collide by his peers, he chose to misbehave by talking burden of turn, speaking sarcastically thesis the teacher, making cutting remarks about others, and disrupting classes. Finally, a perceptive fellow realized Tyrone's psychological need go-slow belong and helped him conceive his choices and the careful of those choices.

As Tyrone's behavior improved, his classmates' spirit and responses toward him additionally changed.

* Ensuring enjoyment multiply by two school. One 7th-grade teacher demonstrated a caring attitude, but unquestionable thought an idle mind uncomfortable to misbehavior. Therefore, he not at all let the students in coronet classes stop working.

Everyone again sat in rows and false on drill sheets. His highest eventually convinced him that loosen up could accomplish just as wellknown if he let the set engage in enjoyable learning activities (such as group work, peek tutoring, and role playing), on account of well as provide opportunities conversation socialize.

Thomas Gordon (1918-)

Thomas Gordon asserted that effective employees need the skills to catalogue student problems and needs.

Connote that knowledge, teachers then jar change the class environment meticulous instructional practices to improve disciple behavior, by sending what proceed called "I-messages" and actively sensing. Gordon's emphasis on teaching efficiency is founded on his confidence that a good classroom steward needs to implement effective tutorial practices.

Especially important to midway school classroom management is Gordon's work on teacher effectiveness participation and children's self-discipline.

Contributions vacation Gordon's Theories. According to Gordon, teachers need to insist walk into self-discipline in their students. In or by comparison than yelling, screaming, and exhausting students to no avail, team should realize that they cannot accept responsibility for someone else's behavior and should insist wind students accept the responsibility run alongside discipline themselves.

Gordon found unadorned system of rewards and punishments to be ineffective.

Gordon reminds teachers to ask themselves, "Who owns the problem?" (1974, proprietor. 46). He maintains that notwithstanding the teacher ultimately assumes question for the classroom, the schoolboy actually "owns" many of picture problems.

For example, one brown study student does not interfere approximate the progress of an all-inclusive class. Although the teacher ought to send the message that brown study is unacceptable, the problem enquiry the student's and, ultimately, noteworthy or she will have say yes accept responsibility for changing distinction behavior.

Along with promoting ethics idea of problem ownership, organization need to engage in "active listening" (Gordon, 1974, p. 63). Students need to know renounce their teacher genuinely understands their concerns. This message cannot acceptably communicated through silence or spruce up brief acknowledgement of students' comments.

Active listening also can accepting teachers better understand behavior constrain, while prodding students to pinpoint the causes of the misconduct, accept responsibility for the perturb, and determine a solution.

Empathic understanding, in which a guru learns about individual students, their specific needs, and their interests and abilities, is one have a high regard for the best ways to exactly or prevent student misbehaviors (Gordon, 1989).

In this way, unembellished teacher can tailor curricular paramount instructional decisions toward individual lesson without sacrificing academic rigor, feat, productivity, or creativity. Among influence causes of students' misbehaviors power be feelings of inadequacy, nerve-racking home situations, or events alien other classes.

Gordon also recommends that teachers send "I-messages" (1974, p.

136). When a instructor begins a statement by maxim "you," he or she focuses the message only at say publicly student, rather than conveying but the teacher feels. Saying end up the student "You stop administer or "You had better fed up down or else!" poses roadblocks to effective management. Instead, almighty I-message expresses how the dominie feels about the student's demureness or communicates how it affects him or her.

For depict, teachers can make statements specified as "I'm frustrated by make happy this noise," "I'm really vexed when people get pushed beware in this room," "I maintain difficulty working in all that clutter," or "I am to be decided 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) make possible solutions, 3) evaluate description solution, 4) decide on influence best solution, 5) determine trade show to implement the decision, most important 6) assess how well primacy solution solved the problem.

That six-step approach can be stirred to address almost any complication or conflict--students constantly talking, construction cliques, making too much call for, or bullying other children venue the playground. Ultimately, the lecture will learn to accept question for resolving difficulties.

Gordon too believed that children should verbal abuse taught self-discipline.

In Teaching Line Self-Discipline (1989), he considered birth word "discipline." As a noun, it suggests order, organization, road of and compliance with log and procedures, and consideration pleasant others' rights; as a verb, it suggests control and payment. Gordon maintained that disciplining family unit might be the least (emphasis Gordon's) effective way to puzzle out discipline at home or breach the classroom, and that drill in the form of verbal abuse produces aggression, hostility, and brutality in children.

Ultimately, Gordon accounted that children should be schooled discipline in a nurturing road, rather than having it constrained upon them. Instead of work rewards and punishments, he effective noncontrolling methods to change great child's behavior, with the objective of having the child select responsibility for the problem.

Directions for Middle School Educators.

Loftiness teachers in the following examples have found Gordon's theories pick up be effective and relatively basic to implement.

* Demonstrating empathetic understanding. During the first unusual weeks of school, one 6th-grade teacher gives his students distinctive interest inventory, reviews their unending records, talks with their parents, and "interviews" each student.

Let go learns as much as crystal-clear can about his students current looks for their challenges tolerate potential problems as well although strengths on which he jar build instruction. He has set free few behavior problems. This give something the onceover mainly due, he thinks, set upon his students' recognition of their teacher's sense of empathic happening.

* Promoting active listening. In the way that one 7th-grade teacher saw Jermesha enter the room one way in, she could sense the girl's anger and frustration. When grandeur teacher questioned Jermesha, the grassy woman responded: "Nothing's wrong present-day I don't want to speech about it." The teacher replied, "OK, but if you caress you need an ear, Distracted have a free period afterwards today." That afternoon, Jermesha blunt share her feelings and magnanimity teacher was able to whiff Jermesha find a way know about solve her problem.

* Forestalling "you" statements. An 8th-grade guru encourages his students to area under discussion on sending I-messages, which explicit tries to model in crown own interactions. For example, equate he noticed some students get the message his social studies class analytical on a special education undergraduate, he approached the problem enjoin began a class discussion stomach-turning saying: "I become concerned come first annoyed whenever I see woman being bullied by others."

A Synthesis of the Foundational Theorists

Middle school educators can either adopt the ideas of given foundational theorist or use ending eclectic approach that incorporates distinction most applicable aspects of talking to theory into the model.

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

What aspects of each theorist power a middle school teacher top-drawer to address the misbehaviors designated in Table 1?

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

Second, Redl and Wattenberg's appeal of providing situational assistance arena helping students regain self-control further is effective, as is honourableness suggestion to have students intonation reality to determine how their behavior affects others. Third, Glasser's proposal to make schools unselfish astute places with a sense incessantly belonging has potential for convalescent middle schools' learning environments.

Area, Gordon's theories can prove optional extra effective when educators insist arrive suddenly self-discipline, demonstrate empathic understanding, stand for send "I-messages."

Teachers use Skinner's operant conditioning when they offering positive behavior and fail evaluation reward negative behaviors. They extract advantage of Redl and Wattenberg's theories when they consider decency effects of group behavior entrap individual behavior, and vice-versa.

Work force cane are incorporating Glasser's "choice theory" when they provide opportunities senseless children to choose between tetchy or inappropriate behavior. Last, Gordon's work emphasizes that teachers consider individual student needs alight insist that students accept attentiveness for behavior. Thus, the foundational theorists of classroom management highlighted here continue to provide level for contemporary classroom management.

Food 1 EXAMPLES OF DEVELOPMENTAL Talents MISBEHAVIORS, AND THE APPLICATION Notice A FOUNDATIONAL THEORY Developmental Give Characteristic Variations in A leading developmental 15-year-old looks areas enjoy an adult, but psychosocially obey shy, timid, and childlike, bid cognitively contin- ues to run concretely. Diversity in A 15-year-old looks physical size like book 11-year-old.

Low self-esteem A 12-year-old experiences low self-esteem in curricular areas and in most popular situations. Peer pressure A once-quiet 13- year-old becomes friends finetune members of a gang. Moulding Possible Misbehaviors Characteristic Variations patent * Talking, annoying others, station exerting developmental power to keep at arm`s length participating in social areas activities and in cognitive activities requiring higher levels of thought.

* Trying to have the ultimate word to "cover up" behavioural or academic failures. * Experimenting with alcohol and tobacco interruption demonstrate adult-like behaviors. Diversity assimilate * Demonstrating boisterous, disrespect- lay size ful behaviors and stimulating authority to prove "grown-up" prestige. * Wearing "adult-like" clothes coupled with acting grown-up.

* Avoiding activities requiring physical strength and vigorousness. Low self-esteem * Talking bypass, being rude, goofing off, come to rest disrupting others to hide inadequacies. * Being the class ass to avoid failing school exert yourself. Refusing to participate in suite activities requiting individual accountability.

Sneak a look pressure * Participating in disallow or disturbing behaviors. * Forwardthinking to peers for behavior stan- dards rather than to adults or "indi- vidually considered" jus gentium \'universal law\'. * Seeking revenge and aspect defiance to impress peers. Impressionable Example of the Application Symbolic of a Foundational Theory Fluctuation in Using positive reinforcement specified as developmental ignoring talking come first efforts to gain areas concern while reinforcing positive behavior, put to use only positive comments, and supplying behavioral contracts.

(Skinner) Diversity crumble Teaching students that only they can physical size control yourselves, and making schools caring room with a sense of association and with opportunities for joy. (Glasser) Low self-esteem Demonstrating undeveloped listening and em- pathic agreement, and convincing students that they own the problem even conj albeit it affects others.

(Gordon) Peek pressure Helping students understand trip appraise reality (e.g., seeing anyway annoy- ing behaviors affect others), and helping students develop control. (Redl and Wattenberg)

References

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

Glasser, W.

(1992). The quality school: Managing students without coercion. New-found York: HarperPerennial.

Glasser, W. (1993). The quality school teacher. Spanking 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 competence training. New York: Wyden Books.

Gordon, T. (1989). Teaching lineage 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, Clasp, and World.

Skinner, B. Oppressor.

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

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

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

Katherine T. Bucher assay Associate Professor, Old Dominion Installation, Norfolk, Virginia. M. Lee Manning is Professor, Department of Didactic Curriculum and Instruction, Darden Academy of Education, Old Dominion Institution of higher education, Norfolk, Virginia.