Professional Studies in Managing Learning Environments - Samples

Question: Discuss about the Professional Studies in Managing Learning Environments. Answer: An analysis of three theories of classroom managemnet The aim ofclassroom management is establishing as well as maintaining a positive and productive environment for learning that will be providing effective opportunities of learning in respect of its students. As a result, it is essential for beginning teachers to have an understanding of the differentclassroom management approaches as well as their theoretical underpinnings. Effective classroom management is a necessary skill in respect of any new teacher, however, it is an unfortunate aspect that many teachers will be adopting traditional or authoritarian approaches more willingly than innovative evidence-based strategic aspects (Billett, 2013). In addition, the beliefs, attitudes as well as values of a teacher will often be doing the determination of their classroom management strategy and whether they are adopting a single theory, an association of components across multiple theories or continuously adapting to their classroom environment. In this essay, there will occur the analys is of three approaches related to classroom management, which are considered as Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline (Bolman, 2017). Goal Cenrered Theory is considered being a classroom management theory proposed by Rudolf Dreikurs, who is considered being an Austrian pyschiatrist and student of psychoeducational theory. Goal Centered Theory is having its underpinnings in Vygotskys socio-cultural theory, which is stating that the students are affected by their social groups as well as a longing to belong. This longing to belong does the motivation of behaviour, often in a negatuve way, via four subsequent stages such as to gain attention in an inappropriate manner, exercising power, exacting revenege as well as doing the display of insufficiency (Getz, 2016). Within Goal Centered Theory, there occurs the actualization of preventing such classroom misbehaviour via different stategic aspects, discussio in the class regarding anticipated behaviours as well as outcomes, building class as well as individual accountabilites, offering choice regarding rules related to classroom as well as academic content, concentrating upon practical outcomes rather than punishment, as well as encouraging effort more willingly than achievement (Getz, 2016). The democratic traits of Goal Centered Theory does the promotion of a learning environment that is considered being positive as well as effective, in which students are having an involvement in their learning as they are having a sense ofself-management as well as self-control, doing the demonstration of their accountability through the fulfilment of their individual requirements without making an interference with the rights as well as requireements of their peers (Salend, 2015). Moreover, Goal Centered Theory does the providing of the platform in respect of the teachers for identifying the motivtion of the student towards misbehaving, along with, assisting students understanding as well as rectifying their individual behaviours (Bolman, 2017). On the other hand, Goal Centered Theory is criticized as not every student is having an inherent urge for belongingness, and as a result, might be having concealed motives for misbehaving. Moreover, teachers who are not experinced might be facing the challenge in doing the identificatio of the reasons behind the misbehaviour of the student, and when there is the requirement of immediate discipline, practical consequences might not get implemented in an appropriate manner. Lastly, the absence of evidence in effectively implementing Goal Centered Theory, does the discouraging of adopting the theory into a classroom management practice (Jones, 2015). Cognitive Behavioural Theory is regarded as a classroom management theory that was made popular by Joseph Kaplan and Jane Carter. Cognitve Behavioural Theory is aiming towards developing the self-management of students as welll as their self-regulation abilities, setting objectives, evaluating their actions as well as emotions, in respect of becoming aware of the influences that will be affecting their behavioural aspects. It is the function of the teacher in helping the students in developing these skills relating to self-management within a facilitative environment for learning, offering a systematic structure of learning that does the promotion of respect as well as outlining behavioural expectations as well as outcomes (Jones, 2015). On the other hand, the critical analysis regarding Cognitive Behavioural Theory is suggesting the aspect of using or misusing the cognitive behavioural methods that is considered to be unethical as well as conflicting across the behavioural as well as cognitive components relating to student management (Getz, 2016). In addition, a key concern relating to the interventions of Cognitive Behavioural Theory is the practicality associated with teaching the students who are lacking the cognitive maturity as well as the self-management abilities that are necessary in controlling their behavioural aspects (Kolb, 2014). Lastly, the distinctive absence of evidence as an efficient method of cognitive training brings into disrepute its legitimacy as a theory of classroom management. Assertive Discipline is considered being classroom management theory developed by the two professional educators, Lee as well as Marlene Canter. There occurs the development of Asserive Discipline on the principle that students are made conscious of the anticipated classroom behaviour as well as the outcomes that will be resulting from non-compliance. Alongwith the anticipated behaviour within the classroom, the teacher must do the establishment as well as enforcement of a set of class rules that are having a clear punishment hierarchy when the rules are not being followed (Kolb, 2014). Moreover, the teacher is required maintaining a forceful method of control over the students while doing the development of respect as well as trust within the classroom by providing assistance to the students, being approachable as well as modelling classroon practices that are considered being positive (Jones, 2015). By making the students have an awareness of the rules as well as outcomes, the Assertive Discipline model does the enabling of a teacher in dealing with students positively, teaching with less interruption as well as avoiding exasperation of getting confronted verbally. With the proper backing of efficient curriculum as well as pedagogy, there occurs the flourishing of effective learning as Assertive Discipline does the creation of a systematic learning environment. Moreover, the development of the teacher-student association via Assertive Discipline will be discouraging misbehaviour as well as do the promotion of success academically (Kunter, 2013). On the other hand, the Assertive Discipline model is having its own weaknesses as well. There is a lack of theoretical evidence for supporting the Assertive Discipline model. It is also being argued that the lack of considering the rights of the student will be affecting the students development relating to self-discipline in a negative manner (Kunter, 2013). Moreover, it is being stated that the Assertive Discipline model is not examining the reason as to why a student is misbehaving as well as has the belief that the aspect of overusing rewards as well as appreciation might be reducing the inner motivation of the student towards leraning(Getz, 2016). It has aslo been critucally stated that the students are only doing the different activities out of compliance that as a result, adversely impacts their welfare as well as development of behaviours related to learning (Muijs, 2014). Goal Centered Theory, Assertive Discipline as well as Cognitive Behavioural Theory can be classified under two major theories of classroom management. Goal Centered Theory is strongly affected by the psychoeducational theories, Assertive Discipline is affected strongly by behaviourist theories, whie Cognitive Behavioural Theory is affected strongly by the psychoeducational as well as behaviourist theories (Liebowitz, 2016). The major distictioh within the three theories are their contrasting point of views regarding the cause related to the behaviour or misbehviour of students (Mulder, 2014). Goal Centered Theory is believing in the fact that the behaviour of the student is driven by the desire for belonging to a group or gaining recognition, Cognitive Behavioural Theory is believing in the fact that the behaviour of the student is self-directed, whereas Assertive Discipline is believing in the fact that the behaviour of the student is the outcome of the lack of a structural aspect a s well as limitations (Liebowitz, 2016) . References Billett, S. . (2013). Learning through work: Emerging perspectives and new challenges.. Journal of Workplace Learning,, 264-276. Bolman, L. G. (2017). Reframing organizations: Artistry, choice, and leadership. New Jersey: John Wiley Sons. Getz, D. . (2016). Event studies: Theory, research and policy for planned events. Abingdon: Routledge. Jones, V. . (2015). Comprehensive classroom management: Creating communities of support and solving problems. Sydney: Pearson. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. London: FT press. Kunter, M. K. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 805. Liebowitz, J. . (2016). Knowledge management and e-learning. Florida: CRC press. Muijs, D. K. (2014). State of the artteacher effectiveness and professional learning. School Effectiveness and School Improvement, 231-256. Mulder, M. (2014). Conceptions of professional competence inInternational handbook of research in professional and practice-based learning. Amsterdam: Springer. Salend, S. J. (2015). Creating inclusive classrooms: Effective, differentiated and reflective practices. Sydney: Pearson.