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Running head: THEORIST(S) AND PHILOSOPHY PAPER

Theorist(s) and Philosophy Paper:

Part One of Classroom Management Plan

By: Jordan England

ELEM 6130 | Dr. Hubbard

Georgia Southern University

Part One of Classroom Management Plan

I thoroughly enjoyed learning about each and every theorist and classroom management

program for this assignment. The many bullet points and key facts that each theorist and

classroom management plan contained, led to a very enlightening experience for me as an

excited, Elementary Education teacher. The provided articles led me to do further research on all

aspects of the theories and management plans that I found to align most similarly to my personal

classroom philosophies. Prior to reading and researching, I have always known that I wanted to

implement some kind of reward and consequence system, while encouraging all of my students

to reach their fullest potentials in and out of school, praising their achievements and past

successes, and reminding them that mistakes are okay and prone to happen. Furthermore, I am

devoted to using empathy, love and logic; I firmly believe in misbehaviors needing some kind of

consequence, depending on what it is and what the rules are, but I will always speak in love and

with empathy towards all my students no matter the situation. I am so grateful to be able to

research, read about, and effectively incorporate a few theorists’ ideas and classroom

management plans within my own classroom. One thing that is common among all of the

theorists’ ideas and classroom management programs we learned about, is the vitality for some

kind of effective classroom management to be implemented within a classroom. It’s a necessity

for all students to have full knowledge of what the teacher expects from each of them, as well as

what each student expects from the teacher. Established rules, a reward/ consequences system,

and the consistent application of love, respect, cooperation, and empathy in all circumstances, is

what I foresee my personal classroom management program and teaching philosophy to embody.
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After reading Fred Jones’ biography and ideas, I immediately connected with his

teaching philosophy that places great emphasis on “positive reinforcement” and a “hands-on”

style of teaching. His ideas for classroom discipline and the usage of positive instruct in

teaching, align with my personal teaching philosophy and expectations within my own

classroom. I admire his ideas of “preferred activity time,” positive reinforcement,” and the

characteristics he lists of an “effective teacher.” Jones believes in a plethora of hands-on

activities that are able to fully engage students with their understanding and learning; this is a

viewpoint that I completely agree with and will always strive to incorporate within any of my

own classrooms. Engaging activities where students can be hands-on and fully involved in

learning new material, I foresee contributing to immense motivation and success within each

individual student. Motivation is another aspect that Jones stresses that each student must possess

throughout learning new material, therefore engaging, hands-on activities allows students to

grasp the new material, but also stay focused, motivated and interested in learning more. Jones

accentuates, “Students need more than paper and pencils, for they need to stay interested and

motivated” (“Classroom Management Theorists,” n.d.). Jones proposes that the effective

utilization of Preferred Activity Times (PAT’s) within a classroom allows students to become

fully engaged in learning new material through enrichment activities and learning games. An

example of a PAT that I want to use in my classroom would be a simple game of “Jeopardy!”

where I’d divide students into teams, create a PowerPoint of review items that they’ll be tested

on, and allow students to converse among their team members until I call “Time’s up!” Points

will be awarded to teams with correct answers, as well as the usage of some other basic

guidelines for the game of “Jeopardy!” This PAT activity will allow my students to become

engaged with one another as well as the content of material they’ve been learning and need to
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understand for upcoming assessments. These kinds of hands-on activities are a privilege and

allow for students to stay interested, focused, motivated to learn and comprehend, all in a fun

manner. I greatly value a classroom where students can respectfully cooperate among one

another while remaining fully engaged and motivated in hands-on activities to grow their

knowledge of material(s). Also, I seek to make Jones’ positive reinforcement techniques a

consistent priority within my classroom. I believe that teaching responsibility, rules, routines,

and expectations to my students is necessary in order to have a classroom where students are

given the full ability to engage and learn without becoming distracted and affected by any

misbehavior(s). However, I am a devout advocate for implementing Jones’ idea of “positive

discipline” among all my students. “Effective teachers and parents are consistent, but they are

consistent within the context of nurturance” (“Fred Jones: Tools,” n.d.).

Jacob Kounin, another renowned theorist, places great importance on preventive

discipline styles for overall effective classroom management. I find Kounin’s “6 Key Ideas” that

a successful, proactive teacher must implement in order to have purposeful classroom and lesson

management, to be very useful and informative. Kounin’s “6 Key Ideas” are easy to understand,

get straight to the point, and I believe would inevitably produce vast success within my own

classroom of students. He also stresses the importance of being, “proactive, not reactive,” and I

agree with this to its entirety. I seek to be a proactive teacher for all situations and circumstances

that could/may arise in my classroom; I want to be prepared for all the outcomes and have

answers of what to do planned out, before a situation takes place. Furthermore, I believe it is

important for all of my students to fully know the rules, restrictions, what to expect from me, and

what I expect from them, so every student is aware of the consequences for certain actions. I

strive to be consistent, fair, and have an established set of classroom rules, routines and
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limitations, so each student knows what to expect if he or she chooses to partake in a given

action. Kounin’s “6 Key Ideas” consist of: Ripple Effect, With-it-ness, Overlapping, Effective

Transitions, Momentum, and Smoothness (Bober, Ulrich & Werner, n.d.). The Ripple Effect can

be super useful within a classroom of students, where one student’s behavior is corrected, and it

results in the changed behavior of other students who see the consequence(s) associated with the

given student’s action. This key idea can deter students from breaking classroom rules and/or

misbehaving in the future. The second key idea, With-it-ness, encompasses everything to do with

a teacher knowing exactly what is going on in his or her classroom, at all times. I find this key

idea to be very crucial for any teacher, and I will definitely implement this technique into my

classroom. It’s vital to all of my student’s safety and welfare, as well as being proactive in

circumstances/situations that may arise, for me to have my eyes on all my students at all times. I

need to be constantly aware of my presence in the classroom, my students’ presences and

locations, as well as keeping my eyesight and body turned towards all of my students, at all

times. Implementing this technique will allow me to become immediately aware of any

escalating situation or misbehavior that may arise, propose an alternative route of action, and/or

properly handle the situation. Overlapping is the third key idea of Kounin’s, with multitasking

being the focus. This is another key idea that I greatly agree with and see as very vital to

implement in a classroom of my own. While teaching a lesson, I need to be able to multitask and

monitor all my student’s behaviors, actions, etc., as well as show them that I am aware of what

they’re doing across the room in their work groups even though I am answering an individual

student’s question. Effective transitions, Momentum and Smoothness are the last three key ideas

in Kounin’s Classroom Management Techniques. I believe these last three key ideas hold just as

much importance and necessity within an effective classroom, as the first three of Kounin’s Key
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Ideas. Effective transitions are crucial for every Early Childhood Education Teacher in my

opinion, and I strive to become better and better at this with great practice in the classroom.

Expectations should be verbally or nonverbally clarified, and connections should be created

between one assignment/activity and another. Kounin stresses the importance of avoiding abrupt

changes from one lesson to another, which I completely affirm to be the most effective. Effective

transitions may also reduce the time for any misbehaving/ situations to arise. Momentum is

explained as “the consistency in the force and flow of the lesson” (“Jacob Kounin’s Classroom,”

2016). This term holds great significance within any successful, controlled, enthused classroom,

where students can move at a steady pace through lessons with fully engaged mindsets. As a new

teacher, I strive to create the most effective momentum in my lessons, to meet the needs as well

as push all of my students to their fullest potentials. The last key idea, Smoothness, deals with

how effective I, as a teacher, can make transitions from one activity to another for the good of all

my students. Smoothness also encompasses the ability to not go off topic, stay focused, and

always be aware of time contingencies for each scheduled lesson/activity. I find Kounin’s “6

Key Ideas” and his philosophy for classroom management to be very applicable within my future

classroom as well as vital to the success of every student and their education. “Student behavior

can be affected through instructional management” (“Jacob Kounin- Instructional,” n.d.).

William Glasser’s Choice Theory techniques and ideas for classroom management are

also very appealing to my style of teaching and management beliefs. I value his core ideas of

building positive relationships among all students, firm comprehension of materials through

effective application, and promoting self-evaluation for students to grow responsibility in their

education. Glasser stresses the importance of teacher’s using Choice Theory when formulating

all lesson plans; this allows for the teacher to truly meet her classroom of students’ needs while
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minimizing disruptions and misbehaviors (Lynch, 2016). Furthermore, effective implementation

of Choice Theory enables all students to feel completely connected, respected, feel competence

and a little power over their education, all while being in a safe classroom environment. I highly

agree with Glasser’s core beliefs that students and teachers have to build positive relationships

among one another, as well as the cruciality for creating engaging, relevant learning experiences

that all students can connect with. Glasser’s “5 basic needs” that humans are driven to satisfy:

love and belonging, power, survival, freedom, and fun, will certainly be at the forefront of my

priorities when I create my own classroom’s management plan. I seek to implement a classroom

environment where I am able to engage with all students learning needs, give them choices, hold

them accountable, build positive relationships, and always stress the importance of “love and

belonging” in all circumstances. “When students use misbehavior to secure their needs, they

should be offered a choice and given suggestions on how to better achieve their needs”

(“Implementing Choice Therapy,” n.d.). This direct quote aligns with my personal teaching

philosophy and classroom management style. I strive to implement choices that will better meet

each individual student’s needs, as well as attain great understanding of where the student may

be lacking in his or her “basic needs.” Glasser is against using a rewards and punishment system

for students; this is the only aspect that I do not feel like my personal philosophy aligns with.

However, I am willing to be open and give choices and responsibility to all my students, but

when misbehaviors occur over and over again, I believe there needs to be an adequate

consequence. I cannot wait to get in the classroom(s) and find the perfect management balance

that effectively works for me and my students. I truly am thankful to have so many wonderful

key ideas and core beliefs from many theorists and programs that I am able to implement and

experiment with in order to find what is best for my students.

management style is Linda Albert. I admire Albert’s emphasis on “Encouragement- The Three

C’s” and Cooperative Discipline and am definitely going to implement these core beliefs within

my classroom. Albert stresses in “The Three C’s,” capability, connection, and contribution to be

the core values of “Encouragement,” resulting in the reduction/elimination of misbehavior in the

classroom. I completely agree with Albert in that great amounts of encouragement are crucial

towards young students who are learning in different styles, ways and time frames. I strive to

overly encourage my students each and every day and never let a day pass by that I do not do so.

I seek to stress the importance to all of my students’ in regard to their capabilities, establishment

of connections, and contributions they can make in and out of school. Albert also outlines how

Cooperative Discipline is the most effective classroom management style, with teachers

encouraging “positive, trustworthy, cooperative relationships that students can exemplify in and

out of the classroom” (“Linda Albert’s,” 2005). This management style aligns with my personal

philosophy; I am a huge supporter of cooperation among all my students as well as each student

being held accountable for his or her actions. Albert’s “5 Strategies” also align with how I strive

to manage my own classroom:

1) Make mistakes okay

2) Building Confidence

3) Focus on past successes

4) Make learning tangible

5) Recognize achievement

I find great wisdom in all five of these strategies, with each holding so much importance in the

overall effectiveness of my own classroom management. These five strategies will lead me and
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my classroom management style, because I believe these points fully embody a classroom

system and environment that enables all students to grow in all different aspects and areas of

their education experience. I am able to utilize “The Three C’s” and Cooperative Discipline

techniques within my classroom by placing great importance on capability, connection and

contribution, as well as offer ample amounts of encouragement in all activities, assignments, and

just in general. By students knowing that they have a teacher who encourages them in all areas,

tells them how capable they are, challenges them to cooperate in many different aspects, and

shows positivity in learning experiences, they will thrive and grow in their potential as well as

reduce/eliminate behavioral classroom problems.

The Love & Logic and PBIS classroom management programs immediately caught my

attention and interest. As I researched more into these programs, I found my own classroom

philosophies to be very much in alignment with their core beliefs and ideas. The two major rules

for the Love & Logic program are centered around creating a firm limit for students in a loving

way and being able to react to a student(s) misbehavior in a loving way. I greatly support the

usage of love and speaking in love, no matter the circumstance or situation that may arise. This

program also places emphasis on “locking in empathy” before consequences are delivered; this

core belief is the most important to me as a teacher. I will always strive to show my students that

I am speaking and acting in an empathetic way towards them; I believe in kids making mistakes,

coming from different places in their personal lives, the overwhelming importance of

showing/receiving love, and knowing that someone truly cares. One of the Love & Logic core

beliefs states, “If consequences are necessary, use the empathy-with-consequences approach”

(Delisio, 2018). This statement is a core belief that I firmly agree with; sometimes consequences

may be necessary for a certain action, but I will always act and react in the “empathy-with-
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consequences” approach towards all of my students. I believe children cannot receive enough

love and adults in their lives that truly show them that they understand and care. I cannot wait to

implement and make known to all my students that Love & Logic will be practiced within our

classroom environment. “It allows us to have positive relationships, but positive relationships

with high expectations” (Delisio, 2018). The PBIS program emphasizes the implementation of

framework for prevention and intervention practices, along with a multi-tiered continuum that

supports the academic, social, emotional and behavioral competence of all students (Olsen,

2015). Much like Love & Logic, the PBIS program focuses on all teachers developing and

instituting “positive behavior, and predictable, safe environments that promote strong

interpersonal relationships with students through teaching, modeling, and encouragement”

(Olsen, 2015). I find PBIS classroom management to be a very effective and suitable option for

my own classroom, that aligns with how I believe students should be taught, managed, cared for

in a safe climate, and given a positive, engaging classroom experience.

In conclusion, I have determined that my philosophy in teaching and classroom

management will be a balance of different theorist’s ideas and program’s core beliefs previously

described. However, I am certain that I will strive to implement positivity, love, logic,

encouragement, hands-on learning activities, a reward/consequence system, and showing

empathy towards all of my students in all situations. I position myself most similarly to the

philosophical outlets of teaching of Linda Albert, Jacob Kounin, William Glasser and Fred

Jones. These theorists’ wisdom and ideas focus on meeting the individual needs of each student,

providing positivity and encouragement in all circumstances, showing love and care, and hold

the students accountable/responsible for their actions. Linda Albert’s overall philosophy of

Cooperative Discipline, “The Three C’s” and “5 Strategies,” I would conclude most directly
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aligns with my personal philosophy in teaching and classroom management. I value and respect

all of Albert’s core beliefs, strategies and disciple methods in order to create the most effective

classroom environment and education for all of my students. I intend to immediately implement

and have displayed the “Three C’s” in my classroom for my students to be reminded of, as well

as what it means to cooperate effectively with one another and the teacher. I also want to display

the “5 Strategies” for students to view at any time, making fully known my expectations in a

positive and caring notion. Furthermore, I am steadfast in my classroom management philosophy

of Love & Logic as well as PBIS. I will always show my students as well as teach empathy by

my actions and words before acting or reacting to any situation that arises. The empathy-with-

consequences approach I find to be vital, and it will certainly be implemented within my

classroom. Allowing students to make choices while establishing a set of rules gives the child

some control, and I believe that implementing this in my classroom will enable students to find

responsibility and accountability in their actions. PBIS centers around positive prevention and

intervention in the classroom, and I definitely intend to incorporate all aspects of positive

proactiveness as well as in the midst of an unexpected situation. Hands-on learning and full on

engagement with class lessons, which meet the basic needs of each of my students, will always

be at the forefront of my priorities. I strive to embody everything that an adult role model should

be and give to his or her students/children. I will consistently speak and act in love, make fully

known how much I individually care for each student, and pour out positivity and

encouragement among all of my students each and every day.

Bober, K., Ulrich, Z., & Werner, R. (n.d.). The Kounin Model [PDF file]. Retrieved from

[Link]

ection%203%20Jacob%[Link]

Classroom Management Theorists. (n.d.). Retrieved from [Link]

[Link]/[Link]

Delisio, E. (2018, September 8). Practicing Love & Logic Can Mean Happier Schools |

Education World. Retrieved from

[Link]

Fred Jones: Tools for Teaching | Education World (n.d.). Retrieved from

[Link]

Implementing Choice Therapy in the Classroom Management. (n.d.). Retrieved from

[Link]

[Link]

Jacob Kounin’s Classroom Management. (2016, October 10). Retrieved from

[Link]

KOUNINS-CLASSROOM-MANAGEMENT

Jacob Kounin- Instructional Management Theory. (n.d.). Retrieved from

[Link]

Theory

Linda Albert’s Cooperative Discipline. (2005). Building Classroom Discipline [PDF file].

Retrieved from

[Link]
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Lynch, M. (2016, November 28). Understanding Three Key Classroom Management Theories.

Retrieved from [Link]

management-theories/

Olsen, J. (2015). Critical Elements of PBIS in the Classroom. PBIS Leadership Forum-

Roundtable Dialogue [PDF file]. Retrieved from

[Link]

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