William Glasser is an American define classroom management pdf and the developer of Reality Therapy and Choice Theory. Born in Cleveland, Ohio in 1925, he was educated at Case Western Reserve University, where he received a B. In 1953, he received his M.
UCLA and the Veterans Administration Hospital of Los Angeles. He received numerous awards for his outstanding work. These awards include an honorary degree from the University of San Francisco in 1990. Glasser founded The Institute for Reality Therapy in 1967, which was later renamed The Institute for Control Theory, Reality Therapy and Quality Management in 1994. The name changed again in 1996 when it was renamed The William Glasser Institute. Glasser’s ideas are considered controversial by mainstream psychiatrists. Glasser’s ideas focus on personal choice, personal responsibility, and personal transformation, whereas his critics focus instead on classifying psychiatric syndromes and often prescribing psychotropic medications to treat mental disorders.
Glasser is noted for applying his theories to broader social issues, including education, management, and marriage. He also advocated the consideration of mental health as a public health issue. By 1996, Glasser’s body of work, known as Control Theory, was renamed Choice Theory. The Control Theory, later named Choice Theory, states that a person’s behavior is inspired by what that person wants or needs at that particular time, not an outside stimulus. Glasser states that all living creatures control their behavior to fulfill their need for satisfaction in one or more of these five areas: survival, to belong and be loved by others, to have power and importance, freedom and independence, and to have fun.
Every individual has the power to change their lives for the better based on the choices they make. What are you doing to achieve what you want? What are your plans or options? Identify at least three indicators of consistent classroom management used by the teacher and how well was the teacher able to facilitate learning?
To provide an answer to this question would fall next to impossible if Classroom Management and Classroom Management Indicator hang undefined. Classroom management is the process of managing and controlling the classroom environment. To ensure that teachers are able to get through to students in an effective and productive manner, without distractions or disruptive behavior, they use specific techniques. Assuming what the source has presented comes with accuracy, classroom management indicators are somewhat like barometers made use of by the teachers to determine whether their strategy or two of keeping the students under a particular management are consistently operative or merely nominal.
Overlooking the class from the backmost part of the classroom during the first day of classroom observation, it was virtually noticeable how the teacher underlined strategies to keep the students under an effective classroom management. Utter positive reinforcements were present. Frequent use of verbal reprimands was in the picture. Reward system, proper arrangement of chairs, individualized praises, oral recognition of misbehaviors and other common strategies were also observed. As you may have noticed, the list of strategies I detailed tends to come with quite of a length.
But the number of strategies applied isn’t really a matter. What matters most is the efficiency and consistency of the technique being reinforced. Consistency in reinforcing techniques of classroom management can be determined, I can tell, by at least three indicators. First, when students that constitute a class maximally involve themselves to work despite the variation of their interests, backgrounds, cultures and ideas, consistent classroom management is observably present. Second, when misbehaving students of a class tend to conform their actions more often to rules and instructions set by the teacher and thus no longer misbehaving, consistent classroom management is keenly used. As any experienced teacher would say, one common fruit of effective management is the shift of students’ behavior.