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Theoretical Perspectives in Classroom Management

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Kylie Peterson

on 25 October 2012

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Transcript of Theoretical Perspectives in Classroom Management

Theoretical
Perspectives Not having basic needs met
skill deficit Personal Needs Theory Human
Development
Theory Social Factors
Theory Abraham
Maslow Rudolf
Dreikurs William
Glasser Stanley
Coopersmith Erik
Erikson David
Elkind Joan Lipsitz innate need to be accepted and competent
6 basic needs:
knowledge and understanding
self-actualization
self-respect
belonging and affection
safety and security
physiological needs
needs only met through others basic need to be socially accepted
4 goals of disruptive behavior
get attention
power
revenge
display feeling inadequate 5 basic needs
survival and reproduce
belong and love
gain power
be free
have fun
students function only if they have power/control over learning in order to have self-esteem students need sense of significance, competence, and power
Significance: sense of being valued
Competence: able to perform a socially valued task as well as or better than others at the same level
Power: ability to understand and control one's environment 8 Stages of human psychosocial development
characterized by conflict either attaining understanding or developing emotional liability
Stage 1: infancy; develop sense of trust/mistrust and hope/despair
Stage 2: early childhood; develop sense of autonomy
Stage 3: initiative vs. guilt; interaction, freedom, and independence
Stage 4: "industry vs. inferiority"; move away from make-believe and start producing own things
Stage 5: Adolescence; self-identity development relationships between adults/kids based on social contracts
3 contracts
responsibility/freedom
achievement/support
loyalty/commitment 7 basic needs
diversity
opportunity for self-exploration and self-definition
meaningful participation in school and community
positive social interaction with peers and adults
physical activity
competence and achievement
structure and clear limits
important to match teacher/student relationship, instructional, and discipline issues to student developmental needs
Full transcript