It is important for teachers to be aware of classroom management in the form of theories. It will be the primary input into the classroom management tactics and strategies that teachers cultivate over time. The knowledge and interpretation will change as the knowledge and experience are acquired throughout study and teaching.
Goal Centered Theory, also known as Democratic Discipline, asks teachers to seek out a need based clarification for why their students are driven to misbehave and to then discuss another way for these needs to be met (Lyons, Ford & Slee, 2014). Development of positive relationships between the students and key social groups, such as school groups, social groups, and family groups is important for this theory. People are social individuals and have a want and craving to belong to social groups (Lyons, Ford & Slee, 2014).
Goal Centered Theory suggests that individuals misbehaving in the class room can lead students to mistakenly believe that their misbehaviors will lead them to group belonging. This includes inappropriately gaining attention, exacting revenge, applying power, and or displaying incompetence (Lyons, Ford & Slee, 2014). This theory also focuses on feelings, thoughts, behaviours and student relationships (Lyons, Ford & Slee, 2014). To intervene prevention is always preferred of misbehaviour (Lyons, Ford & Slee, 2014). The style of a teacher and their personality will strongly influence student behaviour, particularly on how the teacher reacts to student behaviours. For a teacher to have a greater competence to help students to become personally accountable learners, a teacher should have more a democratic approach, rather than a permissive or autocratic (Lyons, Ford & Slee, 2014). Dreikurs, the theorist behind Goal Centered theory also suggest that for misbehaviour to improve, students need to understand their motives and learn alternative and appropriate ways to meet their needs (Lyons, Ford & Slee, 2014).
Creating a Goal Centered classroom can promote self-sufficiency for students and relies on logical consequences (Lyons, Ford & Slee, 2014). It can incorporate a preventative approach to discipline while also helping students to understand why they misbehave. Goal Centered theory also suggests that it will promote mutual respect between teachers and students (Montgomery, 2013).
Some weaknesses that may be associated with Goal Centered theory is that students may not admit their real motives or understand how their behaviours are reflective of a fundamental motive (O’Neill & Stephenson, 2014). The motive cause also be difficult to actually extract and determine with each individual student. Some teachers may also find it difficult to respond to students in a non-controlling way and struggle to engage in a suitable dialogue with their students (Lyons, Ford & Slee, 2014).
Cognitive Behavioural theory [CBT] is usually used for students with more challenging behaviours. The students that display low self-esteem, underachievement, and disruptive behaviour but also show that they improve in well-organized academic skills through student self-talk is where CBT is best used (Lyons, Ford & Slee, 2014). According to Joseph Kaplan and Jane Carter, the theorists behind Cognitive Behavioural Theory, students have the capacity to make choices about their behaviour that are both negative and positive (Yohono, 2013). Choices based on the students' behaviour are influenced by consequences and social context, values and motivation. Problem solving skills, self-organization skills and understandings from other of response also will affect the choices students will make with their behaviour (Lyons, Ford, & Slee, 2014). Students do not just respond to external influences, but are self-directed (REF). Motivation, successful and academic engagement is caused by emotions, abilities, skills and beliefs and having. For students to improve mental health, including stress, they will need to develop productive thinking habits (Lyons, Ford, & Slee, 2014).
According to M.D. (2018) website, research has shown that Cognitive Behavioural techniques can be as effective as medicine in treating many types of depression and mental health disorders. If CBT is used correctly, in a positive learning environment it can create constructive thinking skills, habits, academic self-management and even build a facilitative learning environment. Rather than focusing on just controlling the students, they are directed and encouraged to learn to self-manage (REF). With CBT focusing on student motivation, the individual will appreciate the value of success.
Cognitive Behavioural theory focuses on external controls, using them in the form of rewards and punishments. This may be seen as conflictual and even unethical. Not focusing so much on emotions as motivating factors could act against student engagement.
Applied Behaviour Analysis [ABA] is based on the theory that behaviours are controlled by environment conditions, and the reinforcement of consequences will increase behaviours and punishing consequences decrease the behaviours (Lyons, Ford & Slee, 2014). Applied behaviour analysis is said to be the most strongly influenced by behaviourist theory (Lyons, Ford & Slee, 2014). ABA main principles are that the environment is mainly involved in behaviour (The Human Development Centre, 2018). It also proposes that children’s behaviour is determined by the same strengths as adults. They learn to behave when they are rewarded for model behaviour and disciplined for misbehaviour (Lyons, Ford & Slee, 2014). Therefore, behaviour is weakened of strengthened by its consequences (The Human Development Center, 2018).
Alberto and Troutman also suggest in their theory that behaviour responds well to positive (The Human Development Center, 2018). It also needs to be remembered that positive and negative reinforcement does not imply good or bad. It is based on to add or remove (The Human Development Center, 2018).
Altering a classroom can improve behaviour if the essential reinforcement can be changed to improve performance. ABA must be implemented within the classroom in the least invasive and restraining way, so that it doesn’t impact upon learning (Lyons, Ford & Slee, 2014).
Teachers who use ABA within the classroom, and have the correct training and skills to put it into place will find that their classroom will have order which will help to achieve successful learning. ABA suggests that teachers use a direct instruction approach, which will also assist students to focus on learning (Lyons, Ford & Slee, 2014). Increasing desirable learning behaviours and skills whilst decreasing undesirable behaviours is a positive of using ABA within a learning environment, it also practices behaviour management in a less invasive and restricting way (Kerr & Nelson, 2010).
Although short term behaviour modifications often result from the use of ABA, lack of evidence suggests that sustained behavioural change happens without its on-going use (Lyons, Ford & Slee, 2014). A weakness that ABA may have, is that if teachers do not have the correct training and skills, then the theory will be poorly put into place, and therefore have staggered or minimum results (Lyons, Ford & Slee, 2014).
Between Cognitive Behavioural Theory, Goal Centered theory and Applied Behaviour Analysis, there are many differences and similarities. Goal Centered Theory asks for teachers to find out why the students are driven to misbehave, then to find ways to resolve the reason. This makes the theory that of a psychoeducational theory. The difference to Applied behaviour analysis which suggests that students that misbehave they need to have strong repercussions. But Cognitive Behavioural Theory suggests that student decide to misbehave, even if students understand the consequences after. A similarity between all three theories’ is that if used correctly, with the correct training in a classroom, then the classroom will work in order and structured, which will assist students to reach their full academic potential.
In summary, all three theories have their positive and negative attributes. Taking the different approaches into the classroom will depend on what method suits the teacher and the class.