Theoretical Framework

Behavior theories are used to support the philosophy of education and classroom

management style. There are many theories on behavior. Among them are Maslow's hierarchy of

needs (1954,1968), Assertive discipline by Lee and Marlene Canter (1992), The challenge of

Parenthood by Dreikurs (1948) and Psychology in the classroom by Dreikurs (1968). All these

theories will be described briefly in the following. Abraham Maslow's theory is firmly based in a

humanistic philosophy of education. Maslow believed that human needs form a hierarchy, from

basic physiological demands to the need of self-actualization. Needs at the lower levels must be

reasonably well satisfied before the individual will turn his or her attention to those at the higher

levels. For example, a child who is always hungry is not likely to develop much intellectual

curiosity. Maslow identified following levels of basic human needs: physiological, safety,

belongingness and love, esteem and self-actualization, as well as cognitive and aesthetic needs.

Maslow's hierarchy states that the lower, primary needs must be adequately satisfied before the

higher needs can be addressed and self-actualization achieved. The diagram below shows

Maslow's hierarchy of needs.

Lee and Marlene Canter, when consulting for school systems, found that many teachers

were unable to manage the undesirable behavior that occurred in their classrooms. The Cantors

attributed this finding to a lack of training in the area of behavior management. Based on their

investigation and the foundations of assertiveness training and applied behavior analysis, they

developed a common sense, easy-to-learn approach called assertive discipline to help teachers

become the captains of their classrooms and positively influence their students` behavior. Assertive

discipline is a structured, systematic approach designed to assist educators in running an organized,

teacher-in-charge classroom environment and is the most widely used behavior management
approach. The Cantors believe a teacher has the right to determine what is best for his/her students,

and to expect compliance. No pupil should prevent a teacher from teaching, or keep another student

from learning. Student compliance is imperative in creating and maintaining an effective and

efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed

to aggressively or non-assertively.

Based on the study of Rudolf Dreikurs (1897-1972) discipline is based on mutual respect,

which motivates students to behave constructively because of their high sense of social interest.

Dreikurs called the need of all humans to belong and feel part of a group 'the genuine goal of

human social behavior'. Dreikurs believed that when students are not able to gain their genuine

goal of belonging they turn to a series of mistaken goals which he recommended several methods

to deal with it. Dreikurs believed teachers could have acceptable classroom behavior by helping

students reach their genuine goal of belonging by involving students in decisions that affect their

school lives. He called this technique democratic teaching because it involved both the teacher and

student in the decision making process. Dreikurs did not consider punishment as an effective

method of discipline. Dreikurs central focus was on constructive behavior rather than coercive

discipline. He believed that teachers should have a democratic classroom and teaching style, for

helping students gain a sense of belonging (genuine goal). He believed that in this manner students

would have a social interest: a condition in which students come to see that it is to their advantage

to contribute to the welfare of class.

There are many strategies linked with classroom behavior management and they are linked

with renowned theories. One of the strategy of classroom management is to make sure that students

have a strong sense of belonging. When students or children don`t feel that they belong, the result

is usually the display of unacceptable behavior. Make sure the student has a strong sense of
belonging otherwise students will turn to attention, power, revenge and inadequacy that result in

misbehavior which are described by Dreikurs (1968) as mistaken goals. Another strategy is to use

praise culture. Praise the child`s efforts to get along or work with others. Praise attempts to follow

rules and adhere to routines. The praise culture is according to love and belongingness needs and

self esteem needs in Maslow's hierarchy of needs. Maslow's hierarchy of needs (1968) reminds us

that humans have a desire to belong to groups such as work groups or clubs and they need to feel

loved (non-sexual) by others, to be accepted by others (love and belongingness needs). Also it

reminds us of attention and recognition that comes from others (Self esteem).

Assertive Discipline is one of among other strategies and used to assist teachers in running

an organized teacher-in-charge classroom environment. Lee and Marlene Canter (1992) developed

assertive discipline approach to help teachers become stewards of their classrooms, while

positively influencing their students' behavior. Lee Canter`s theory of assertive discipline reminds

us to recognize positive behavior as a way of encouraging more of it. A teacher needs to

communicate his/her expectations and expect compliance, noticing students who do comply and

redirecting those who don`t. In assertive discipline, a teacher has the right to teach without

interference and students the right to learn without disruption.

Other strategy may be to give students choice. According to Dreikurs, students should be

involved in decisions that affect their school lives. Students must learn to control their own

behavior. The teacher`s role is to guide the student in reflecting on his behaviors and exploring the

reasons behind it. Dreikurs encourages discussion, reflection and even making amends in the place

of simple rewards and punishments. It is designed to help students understand the motivations

behind their behaviors so they can learn to make better choices on their own. The strategy based

on choice is also according to self actualization need in Maslow's hierarchy of needs. Maslow
described it as the desire to become more and more what one is and to become everything that one

is capable of becoming. Another strategy could be making classroom environment safe using

respect. A teacher can teach respect by becoming respectful. By saying please and thank you when

making request, by getting the parents involved in the positive things their child is doing because

in this way parents will more likely support the teacher when discipline issue arises and by

responding to parent's phone calls and e-mails promptly, a teacher can gain respect. Self esteem in

Maslow's hierarchy of needs reminds us of respect.

Thus by considering the above mentioned theories on behavior and the strategies for

dealing with misbehavior, one can do effective classroom management which results in a smooth-

running classroom where learning can occur. By foreseeing and preventing problems, facilitating

appropriate behaviors and addressing problem behaviors as necessary, one could manage the

classroom.