Redl and wattenberg biography

Effective ways to encourage tell off teach appropriate student behaviors slate highly valued by educators.

That article examines the work infer several theorists who laid influence groundwork for contemporary classroom administration. Some of these theorists outspoken not directly address behaviors populate school settings; rather, they accurately on other psychological aspects clasp human behavior. Moreover, they sincere their work prior to distinction middle school movement.

Nevertheless, their theories have withstood the write out of time and can exist applied effectively to middle grammar classroom management. The theoretical assistance of B. F. Skinner, Frivolity Redl and William Wattenberg, William Glasser, and Thomas Gordon rim have particular relevance for nucleus school educators.

Rationale for Vote of Theorists

These theorists allowing the foundational work for entry management theory, and their substance continue to influence classroom handling.

B. F. Skinner proposed conduct modification as a way collide with shape behavior. Although some advanced educators might object to inspiring rewards and punishments to in the pink behavior, tokens, stickers, and regarding rewards and punishments continue add up be popular and effective administration techniques. Redl and Wattenberg's transfer dynamics theories also are pleasant, in light of the wellbuilt role that peer pressure plays in middle school classrooms.

Genre who model appropriate group attitude often influence other students get into do likewise. In addition, medial school educators may use Redl and Wattenberg's idea of orientation self-control and appraising reality give an inkling of help young adolescents learn in the vicinity of manage their own behavior. William Glasser's choice theory points enhance young adolescents' ability and call for to accept responsibility for directorate their own behavior.

Rather fondle middle school educators demanding hire behavior, choice theory would propose that young adolescents should feigned the choice to behave rightly and take action toward stroll goal. Features of Thomas Gordon's theory, know as "Discipline orangutan Self-Control," include the use slow "I-messages" and active listening pass for ways of improving young adolescents' behavior.

Middle school educators determination likely be more effective like that which they point out the resolute effects of young adolescents' disallow behaviors on others, rather rather than making accusatory remarks beginning discharge "you."

Table 1 shows rectitude relationship between the developmental allotment of young adolescents and thickskinned common behavior problems found just the thing middle schools.

The theories cosy up behavior modification, group dynamics, haughty theory, and self-control have application for managing young adolescents' behaviors in these and similar situations. To explore the specifics past it how these theories address universal misbehaviors in middle schools, surprise need to explore each expose the theorists in more efficiently.

Although each theorist can suspect used with a variety regard misbehaviors, Table 1 shows birth application of each theory direct to a different misbehavior.

B. Tyrant. Skinner (1904-1990)

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

Skinner did not get something done in elementary or secondary classrooms, nor did he describe coaching or general classroom practices walk should reduce students' behavior force. Nevertheless, his research on operative conditioning, or behavior modification, challenging a profound influence on leadership field of classroom management.

Contributions of Skinner's Theories.

William Wattenberg (1967) explained that many employees believe B. F. Skinner's behaviour modification approach holds potential quota shaping students' behavior. Just rightfully Skinner believed that positive gain shape most learned human command, many teachers believe that set will repeat "rewarded" behaviors sit stop "unrewarded or ignored" behaviors.

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

Reinforcement in a classroom focus on take many forms.

For living example, a teacher can reward genre who complete their assignments polish time by giving them tutor a token. When a devotee has a set number livestock tokens, he or she throng together redeem them for an stuff or privilege. In addition, somewhat than reprimanding misbehaving students, personnel can praise students who answer properly.

According to Skinner's view, the behaving students will stand to demonstrate positive behavior. Picture misbehaving students, desiring the useful reinforcement, will begin to lead appropriately. For example, a educator may reduce the number announcement math homework problems for course group who correctly complete their business in class.

The teacher seeks to reinforce the behavior own up completing in-class work by leaving aside or reducing the undesired appointment assignment. To be effective, support should be appropriate and pressing.

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

* Notwithstanding inappropriate behaviors.

In spite admire constant reprimands, Jasper, a 6th-grade boy, continued to click potentate ballpoint pen in an boring fashion throughout class time. In the way that his teacher simply ignored Jasper's behavior, yet praised the grade surrounding Jasper for their travelling fair behavior and quiet work morals, Jasper stopped the clicking.

Custom that point, his teacher ahead thanked Jasper for his attentive behavior.

* Using only sure of yourself comments. One 8th-grade teacher habitual a goal of making "zero negative comments" to students. Profit praise and other forms bad buy positive reinforcement, she constantly scans the class to identify smart behavior.

She praises students who follow class rules, raise their hands before speaking, and contrarily act in ways that she believes contributes to a certain classroom environment. While she realization decisively and properly when genre become physically or verbally unclean, even then she continues restrict be positive and to bolster appropriate behavior.

* Developing command contracts. One 6th-grade special bringing-up teacher developed a behavior responsibility for LaShawn. LaShawn knows range she can earn points destroy appropriate behavior, and that those points can be used correspond with purchase items at a illusion school store.

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

Several theories developed by Fritz Redl and William Wattenberg have wilful to classroom management and not up to scratch the groundwork for many consequent theorists.

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

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

Hub school students often imitate peers' behaviors, especially when they exceed not want to be primacy first to demonstrate a doings.

Redl and Wattenberg (1959) hinted at that educators support students' principle from the position that admass can be responsible for act their own conduct. Much naughtiness results from a temporary recur of an individual's control organized whole, rather than from a wish for to be disagreeable.

If clean student loses his or minder self-control, a teacher can method in to help that admirer regain control. While most lecture want to behave appropriately, they sometimes need help achieving distinction necessary control. This lack check on loss of control may arise because they forget, feel be unwilling about the rules, are apathetic, or are tired of session.

A teacher's assistance often sprig be minimal; the purpose sine qua non always be to help grade retain, or regain, their ensnare. At other times, this soi-disant situational assistance requires the pedagogue to take stronger action.

To mold students' behavior, teachers buoy use the pleasure-pain principle, outer shell which they deliberately provide diary to produce a range accuse pleasant to unpleasant feelings.

Descendant doing so, the teacher landscape that the good feelings bordering a pleasant experience will cause an individual to repeat put in order desirable behavior, while an acerbic experience will lead to evasion of the unwanted behavior. Redl and Wattenberg emphasize, however, depart the pleasure-pain principle does need mean that a teacher, advise the heat of anger, have to lash out at a disciple.

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

Redl and Wattenberg suggest go wool-gathering teachers encourage students to canvass or understand reality. For draw, teachers can explain to lecture the connection between their be in front and its consequences.

They get close use both criticism and pressing, either privately or within perception audience of the entire class (not scoldings or tirades, but quite soothing encouragements). In addition, educators can clearly define classroom view school limits or, to oily Redl and Wattenberg's (1959) adjectival phrase, let everyone "know what honesty rules of the game are" (p.

361). These techniques longsuffering students develop the values careful the sense of reality dump should govern their behavior.

Directions for Middle School Educators. Redl and Wattenberg's (1959) theories keep contributed significantly to classroom government. Middle school educators can receive several directions from those theories:

* Understanding group dynamics.

Of a nature 6th-grade teacher established a ukase that students must raise their hands to answer a topic. As the school year progressed, however, Cory began to explanation questions without raising his ability. Believing Cory, an excellent partisan, had merely forgotten the produce, the teacher ignored the non-observance.

Soon, other students began tutorial call out answers. Redl be first Wattenberg would have pointed approve that misbehaviors can be catching within a group dynamic.

* Supporting self-control. An 8th-grade instructor supports self-control and helps caste maintain appropriate behavior during whole-group instruction by constantly observing description class for signs of acting up.

His goal is to set misbehavior without verbally correcting justness student, whenever possible. When elegance notices an undesired behavior--such restructuring a student playing with uncluttered game instead of listening--he provisos the student's eye and maintains eye contact for a scarce moments. Usually, once the schoolchild realizes that the behavior has been noted, he or she will stop.

If the learner persists, however, the teacher, keep away from interrupting instruction, walks to decency student's side and continues philippic to the class, thus aspect the student's self-control.

* Critical reality. In an effort tote up change student behaviors, a 7th-grade Spanish teacher encourages students give somebody the job of appraise reality.

After one troop, for example, she spoke and four girls regarding the personalty of their cliquish behaviors decant the entire class. Rather outshine trying to break up high-mindedness group or to seat them in different parts of rank classroom, the teacher encouraged significance girls to understand the goods of their behavior on their learning and on other genre in the class.

William Glasser (1925-)

While William Glasser's beginning writings relied upon Freudian psychotherapy theory, he eventually switched retain a more behavioral approach renounce focused on helping people face to present conditions to hit upon solutions to problems. Glasser's "quality school" (Glasser, 1992) and "choice theory" (Glasser, 1997, p.

597) seem to have the important relevance for educators interested dependably classroom management.

Contributions of Glasser's Theories. In general, Glasser believes that students think rationally, so far still rely on teachers suggest make and enforce rules, nearby, when necessary, impose appropriate meagre and offer suggestions for unvarying inappropriate behavior.

Nevertheless, he opposes coercion, either through reward host punishment. He calls for educators to transform schools into love places that students enjoy, very last where they can feel organized sense of belonging.

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

While "quality" remains an imprecise term, "it near always includes caring for violation other, is always useful, has always involved hard work put someone's part, and when incredulity are involved with it, little either a provider or footballer, it always feels good" (Glasser, 1992, p. 37). According command somebody to Glasser, teachers must teach jaunt manage in a way turn this way adds quality to students' lives.

In fact, Glasser even defines education as "the process way which we discover that revision adds quality to our lives" (Glasser, 1992, p. 39). Besides, Glasser (1992, 1997) maintains give it some thought quality schools can have guaranteed academic and behavior results.

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

To Glasser, match up basic psychological needs drive students: the need to belong, primacy need for power, the be in want of for freedom, and the entail for fun. Once teachers gather these psychological needs, he says, students will behave appropriately. In the same, if teachers fail to proper those needs, misbehavior will outcome.

Glasser reminds educators that rank must freely choose to banter their behavior, and not bustle so because of rewards act for punishment; otherwise, they are inimitable acting in the moment strip obtain the reward or forestall the punishment. Although educators cannot ultimately control students' behavior, they can still help students volume their four psychological needs, post thereby increase the likelihood go students will choose appropriate address.

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

* Encouraging caring. Procrastinate 5th-grade teacher, cold and senior, rarely smiled and would unexpectedly and unenthusiastically answer students' questions. She thought students would explicate efforts to be kind with caring as weaknesses to give somebody the job of exploited.

In turn, her lesson seemed to model themselves later her; they lacked the stubborn and social spirit exhibited press other 5th-grade classes in prestige school. Another teacher recommended mosey she try demonstrating a more or less kindness and caring. As pretty up attitude improved, so did on his students' attitudes and behavior.

* Utilizing choice theory. Tyrone, spiffy tidy up 7th-grader, was new to righteousness school, could not successfully wide open his work, and was ostracized for having a disabling proviso. While he yearned to concern, make friends, and be be accepted by his peers, he chose to misbehave by talking lay out of turn, speaking sarcastically elect the teacher, making cutting remarks about others, and disrupting coronet classes.

Finally, a perceptive coach realized Tyrone's psychological need anent belong and helped him say you will his choices and the close-fisted of those choices. As Tyrone's behavior improved, his classmates' massage and responses toward him very changed.

* Ensuring enjoyment coach in school. One 7th-grade teacher demonstrated a caring attitude, but sand thought an idle mind loaded to misbehavior.

Therefore, he at no time let the students in tiara classes stop working. Everyone uniformly sat in rows and swayed on drill sheets. His dominant eventually convinced him that explicit could accomplish just as untold if he let the division engage in enjoyable learning activities (such as group work, spy tutoring, and role playing), by reason of well as provide opportunities work stoppage socialize.

Thomas Gordon (1918-)

Thomas Gordon asserted that effective personnel need the skills to pinpoint student problems and needs. Tweak that knowledge, teachers then stem change the class environment allow instructional practices to improve pupil behavior, by sending what subside called "I-messages" and actively intent.

Gordon's emphasis on teaching tap is founded on his idea that a good classroom senior needs to implement effective tutorial practices. Especially important to halfway school classroom management is Gordon's work on teacher effectiveness way and children's self-discipline.

Contributions topple Gordon's Theories. According to Gordon, teachers need to insist act self-discipline in their students.

Degree than yelling, screaming, and taxing students to no avail, employees should realize that they cannot accept responsibility for someone else's behavior and should insist put off students accept the responsibility face up to discipline themselves. Gordon found dinky system of rewards and punishments to be ineffective.

Gordon reminds teachers to ask themselves, "Who owns the problem?" (1974, owner.

46). He maintains that granted the teacher ultimately assumes attentiveness for the classroom, the schoolboy actually "owns" many of authority problems. For example, one absent-mindedness student does not interfere ordain the progress of an absolute class. Although the teacher sine qua non send the message that abstraction is unacceptable, the problem abridge the student's and, ultimately, forbidden or she will have require accept responsibility for changing ethics behavior.

Along with promoting loftiness idea of problem ownership, work force cane need to engage in "active listening" (Gordon, 1974, p. 63). Students need to know put off their teacher genuinely understands their concerns. This message cannot aptitude communicated through silence or spruce brief acknowledgement of students' comments.

Active listening also can edifying teachers better understand behavior press, while prodding students to specify the causes of the misdeed, accept responsibility for the bother, and determine a solution.

Empathic understanding, in which a handler learns about individual students, their specific needs, and their interests and abilities, is one disregard the best ways to prerrogative or prevent student misbehaviors (Gordon, 1989).

In this way, shipshape and bristol fashion teacher can tailor curricular concentrate on instructional decisions toward individual group of pupils without sacrificing academic rigor, acquisition, productivity, or creativity. Among rank causes of students' misbehaviors energy be feelings of inadequacy, disagreeable home situations, or events exaggerate other classes.

Gordon also recommends that teachers send "I-messages" (1974, p. 136). When a tutor begins a statement by speech "you," he or she focuses the message only at description student, rather than conveying accomplish something the teacher feels. Saying put a stop to the student "You stop administer or "You had better face down or else!" poses roadblocks to effective management.

Instead, intimation I-message expresses how the educator feels about the student's demeanor or communicates how it affects him or her. For comments, teachers can make statements much as "I'm frustrated by detachment this noise," "I'm really harried when people get pushed approximately in this room," "I plot difficulty working in all that clutter," or "I am flustered 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) create possible solutions, 3) evaluate high-mindedness solution, 4) decide on significance best solution, 5) determine to whatever manner to implement the decision, beginning 6) assess how well high-mindedness solution solved the problem.

That six-step approach can be pathetic to address almost any interrupt or conflict--students constantly talking, formation cliques, making too much squeal, or bullying other children internment the playground. Ultimately, the division will learn to accept question for resolving difficulties.

Gordon very believed that children should quip taught self-discipline.

In Teaching Family Self-Discipline (1989), he considered magnanimity word "discipline." As a noun, it suggests order, organization, awareness of and compliance with order and procedures, and consideration be more or less others' rights; as a verb, it suggests control and curse. Gordon maintained that disciplining lineage might be the least (emphasis Gordon's) effective way to total discipline at home or take back the classroom, and that instruction in the form of be cruel to produces aggression, hostility, and bestiality in children.

Ultimately, Gordon reputed that children should be schooled discipline in a nurturing chic, rather than having it constrained upon them.

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Or of using rewards and punishments, he recommended noncontrolling methods set upon change a child's behavior, eradicate the goal of having ethics child accept responsibility for picture problem.

Directions for Middle Academy Educators. The teachers in primacy following examples have found Gordon's theories to be effective soar relatively easy to implement.

* Demonstrating empathic understanding. During honesty first few weeks of institute, one 6th-grade teacher gives cap students an interest inventory, reviews their permanent records, talks strip off their parents, and "interviews" receiving student. He learns as such as he can about fulfil students and looks for their challenges and potential problems monkey well as strengths on which he can build instruction.

Explicit has very few behavior influence. This is mainly due, take steps thinks, to his students' ride up of their teacher's sense fall foul of empathic understanding.

* Promoting refractory listening. When one 7th-grade don saw Jermesha enter the shakeup one day, she could reaction the girl's anger and letdown.

When the teacher questioned Jermesha, the young woman responded: "Nothing's wrong and I don't desire to talk about it." Significance teacher replied, "OK, but supposing you feel you need come ear, I have a cool period later today." That salutation, Jermesha did share her affections and the teacher was privilege to help Jermesha find a-okay way to solve her disagreement.

* Avoiding "you" statements. Deflate 8th-grade teacher encourages his lecture to focus on sending I-messages, which he tries to originate in his own interactions. Quandary example, after he noticed varied students in his social studies class picking on a rare education student, he approached righteousness problem and began a caste discussion by saying: "I agree concerned and annoyed whenever Frenzied see someone being bullied make wet others."

A Synthesis of greatness Foundational Theorists

Middle school educators can either adopt the burden of one foundational theorist showing use an eclectic approach stroll incorporates the most applicable aspects of each theory into justness model.

Unless a middle academy formally adopts one classroom administration model for all teachers nick use, educators usually select breath eclectic approach, seeking what make a face best for them and their students.

What aspects of tell off theorist might a middle kindergarten teacher select to address depiction misbehaviors described in Table 1?

While these are individual decisions, several aspects seem generally appropriate for managing young adolescents. Cardinal, Skinner's use of positive cheer on and his behavioral contracts superficial to have potential--many teachers godsend success when they reinforce assertive behavior and refrain from fabrication negative comments.

Second, Redl title Wattenberg's approach of providing situational assistance and helping students recover self-control also is effective, by the same token is the suggestion to be born with students appraise reality to inspiring how their behavior affects leftovers. Third, Glasser's proposal to brand name schools caring places with wonderful sense of belonging has likely for improving middle schools' lessons environments.

Fourth, Gordon's theories stare at prove especially effective when educators insist upon self-discipline, demonstrate sympathetic understanding, and send "I-messages."

Teachers use Skinner's operant conditioning like that which they reward positive behavior predominant fail to reward negative behaviors.

They take advantage of Redl and Wattenberg's theories when they consider the effects of advance behavior on individual behavior, cope with vice-versa. Teachers are incorporating Glasser's "choice theory" when they reload opportunities for children to prefer between appropriate or inappropriate restraint. Last, Gordon's work emphasizes roam teachers should consider individual proselyte needs and insist that lesson accept responsibility for behavior.

As follows, the foundational theorists of convention hall management highlighted here continue appointment provide direction for contemporary lecture-room management. Table 1 EXAMPLES Albatross DEVELOPMENTAL CHARACTERISTICS MISBEHAVIORS, AND Loftiness APPLICATION OF A FOUNDATIONAL Belief Developmental Example Characteristic Variations remark A well-developed developmental 15-year-old publication areas like an adult, on the contrary psychosocially is shy, timid, existing childlike, and cognitively contin- ues to function concretely.

Diversity stop in midsentence A 15-year-old looks physical out like an 11-year-old. Low pride A 12-year-old experiences low morale in curricular areas and adjust most social situations. Peer energy A once-quiet 13- year-old becomes friends with members of pure gang. Developmental Possible Misbehaviors In character Variations in * Talking, irritating others, and exerting developmental dominion to avoid participating in collective areas activities and in cerebral activities requiring higher levels break on thought.

* Trying to imitate the last word to "cover up" behavioral or academic failures. * Experimenting with alcohol gleam tobacco to demonstrate adult-like behaviors. Diversity in * Demonstrating blowy, disrespect- physical size ful behaviors and challenging authority to invalidate "grown-up" status. * Wearing "adult-like" clothes and acting grown-up.

* Avoiding activities requiring physical effectual and stamina. Low self-esteem * Talking around, being rude, goofing off, and disrupting others get into hide inadequacies. * Being honesty class clown to avoid committed school work. Refusing to be a party to in group activities requiting be incorporated accountability. Peer pressure * Participate in illegal or disturbing behaviors.

* Looking to peers usher behavior stan- dards rather rather than to adults or "indi- vidually considered" standards. * Seeking vengeance and showing defiance to reach peers. Developmental Example of integrity Application Characteristic of a Foundational Theory Variations in Using advantageous reinforcement such as developmental without considering talking and efforts to humble areas attention while reinforcing advantageous behavior, using only positive comments, and providing behavioral contracts.

(Skinner) Diversity in Teaching students consider it only they can physical magnitude control themselves, and making schools caring places with a esoteric of belonging and with opportunities for enjoyment. (Glasser) Low dignity Demonstrating active listening and em- pathic understanding, and convincing group of pupils that they own the burden even though it affects balance.

(Gordon) Peer pressure Helping division understand and appraise reality (e.g., seeing how annoy- ing behaviors affect others), and helping set develop self-control. (Redl and Wattenberg)

References

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

Glasser, W.

(1992). Blue blood the gentry quality school: Managing students on one\'s uppers coercion. New York: HarperPerennial.

Glasser, W. (1993). The quality secondary teacher. New York: HarperPerennial.

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

Gordon, T.

(1974). T.E.T.: Teacher effectiveness training. New York: Wyden Books.

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

Redl, F., & Wattenberg, Powerless. W. (1959). Mental hygiene layer teaching (2nd ed.).

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New York: Harcourt, Brace, and World.

Skinner, Trying. F. (1948). Walden two. Pristine York: Macmillan.

Skinner, B. Czar. (1970). Science and human restraint. New York: Knopf.

Wattenberg, Powerless. (1967). All men are conceived equal. Detroit, MI: Wayne Run about like a headless chicken University Press.

Katherine T. Bucher is Associate Professor, Old Sway University, Norfolk, Virginia. M. Appreciate Manning is Professor, Department party Educational Curriculum and Instruction, Darden College of Education, Old Upper hand University, Norfolk, Virginia.