Planning Document

Introduction to Clinical Practice, Semester 1 - March 2020

The behavioural and psychoeducational (or humanist) schools of thought support many classroom management strategies. Behaviourism theory focuses on adapting a student’s behaviour through positive and negative reinforcements to promote external motivation, while humanism considers the students’ needs and aims to develop student-teacher relationships, therefore nurturing the students’ internal motivation. While these schools of thought may differ, they both aspire to encourage a positive and motivating classroom environment. 

Behaviourism theory assumes students are motivated to participate and complete tasks in the belief of a later reward, whether that be praise, grades or material gain. This underlying principle is established through the work of B. F. Skinner, where his theory of Operant Conditioning (1938) associates the strengthening of behaviour with reinforcements, rewards or punishment. Behaviourism believes that all behaviour serves a function, and employs teachers to constantly ask the question “why”. Typically, a student’s reaction is either to access or avoid something. For example, if a student has a tantrum and is given an iPad to work on, they may continue to have tantrums in the future having known it has previously enabled them to get what they want. Using the function model in this instance, the reaction (tantrum) is an attempt to access something (an iPad). Operant conditioning would use negative reinforcements to weaken a behaviour, such as not allowing the student to use an iPad. If on another occasion, the student asks respectfully to use an iPad, the teacher may allow them to use it as positive reinforcement. Behaviourism requires teachers to constantly analyse their classroom and their students for potential behavioural anecdotes.

Psychoeducational / humanist theory was a reaction to the over-scientific methods of behaviourism and focuses more on the student’s needs. The humanist theory is grounded in the philosophy of several theories of psychology, including hierarchy of needs (Maslow, 1943), person-centred therapy (Rogers, 1951), and goal-centred theory (Dreikurs, 1998). Primary contributors to humanist theory include Carl Rogers and Ivan Pavlov, both of which believed the goal of education is to enable students’ drive towards development and self-actualisation (Purswell, 2019) through the process of recognising and expressing their own capabilities. It aims to develop respectful teacher-student relationships while creating a student-centred learning environment and a sense of self-determination. Roger’s person-centred theory believes that in a person-centred classroom, teachers merely guide their students’ learning. By giving students freedom, choice and shared control in the classroom, they are able to develop self-discipline and independence. Stemming from behaviourism and the function model, Dreikers built on the importance of needs by considering the students’ emotions as a valuable source of information (Shulman and Dreikurs, 1978). Dreikurs believed that emotions impact decisions just as much as logic and are, therefore, a fundamental factor in classroom management.

There are several similarities between these two schools of thought. Most notably, both focus on behaviour modification and supporting students’ needs. How these theories approach that, however, is different. Behaviourism focuses on external behaviour whereas humanism focuses on the individual as a whole. While it is clear that individualism is a key factor in humanism, behaviourists also focused on the performance of the individual whilst doing their research. Both humanists and behaviourists focused their psychology on the person instead of the unconscious mind, advocating for a society where behaviour was a result of what an individual felt, did or believed at that moment. Behaviourism highlights the importance of scientific processes and believes that we are shaped by the environment and context around us while refusing free will. Humanism, comparatively, rejects these scientific methods and believes that we are shaped by our free will and intrinsic drive to better ourselves and the world around us. Despite their differences, both theories share the same goal: to improve the educational experience for both students and their teacher. 

Visual art classes place students in a different and specialised learning environment. The environmental differences between art and general education classrooms challenge traditional behaviour management strategies. Even when following a formal instructional model, these classes often include informal student-driven projects or activities. This can cause discipline-specific and context-specific challenges for art teachers, who must be able to create a supportive and open learning environment while also promoting positive behaviour.

As a teacher, I would use strategies from a range of different schools of thought to manage my classroom behaviour. However, the psychoeducational/humanist school of thought resonates and reflects my reasoning most for wanting to be a teacher. The individual approach to this theory reflects the subjective nature of classes such as Visual Art. As a practising artist and art educator, personal expression and growth are key components in my practice. Humanism’s emphasis on student needs, freedom and individualisation, the intrinsic need for socialisation and company, and the high importance of emotions resonates with me as both a student and a teacher. Humanism encourages creating a caring and supportive community within the classroom while supporting positive student-teacher relationships. This will create a welcoming environment for students to express themselves and their emotions within their artwork, which is a high priority for me as an art teacher.

The first ‘start-of-year’ classroom strategy I would employ would be a set of classroom expectations decided upon with the students. Bekir Buluc of Gazi University belives that students sometimes misbehave because they do not understand what is expected of them. (2006). By agreeing upon these rules as a group rather than just as a teacher, students are heard and seen as individuals, with an equal say in what is expected of them. They have a clear understanding of their own expectations of themselves and are more likely to follow and adhere to them. Reflected upon in behaviourism theory, clear rules are important for students behaviour, both academically and socially. Educational environments that are well defined in terms of what is right and wrong is much more productive for students to work. These rules must not be ambiguous or inconsistent; each student must adhere to the same expectations. These rules must be worded positively in regards to what they should do rather than what they should not do. The purpose of these rules is to encourage good behaviour and personal development. When classroom mediation is missing, student-teacher relationships become increasingly challenged negatively.

My second strategy would aim to strengthen student-teacher relationships by following an entry/exit routine. This is an important psychoeducational management approach to facilitating positivity in the classroom before students enter the space. Acknowledging students by name as they enter the classroom and showing them that the teacher has made an effort to remember them is a powerful technique of reminding students of their own self-worth, as well as strengthening student-teacher relationships. The desire to belong is a fundamental need identified by Dreikurs. Frequent interactions with students, including greeting and farewelling them by name, smiling and making efforts to learn about students’ lives have all been associated with viewing a teacher as caring and kind. Positive relationships with teachers improve students’ performance, interest, engagement, and sense of belonging. (Uslu & Gizir, 2016). This not only diffuses unwanted behaviour but also affects the broader context of the classroom and reduces conflicts. 

My third and final strategy focuses on the environment and arrangement of the classroom. The function of classroom seating arrangements can encourage both collaborative or personal learning. Marzano and Pickering (2003) believe classroom seating should be arranged in a way that allows the following: the teacher can easily see all of the students, students can easily see the teacher and necessary materials and resources, there is easy traffic flow, and does not highlight any unnecessary distractions. Horseshoe seating sees the desks placed in a semicircle that opens to the front of the classroom. This arrangement is ideal for Visual Art classrooms, as it allows a space or table at the front for demonstrations that are easily accessible from every seat. This prevents disruptions or interruptions during the class by moving around the classroom. This arrangement also allows for and encourages student-teacher and student-student interactions. The teacher is able to see and monitor every student at once, while students are prompted to ask more questions compared with traditional row seating arrangements. Additionally, I will provide students with the choice to sit at any table and invite them to sit somewhere new each class. This encourages an increase in student-student relationships as they will sit near different students each day. By allowing students with this choice, they will share control of the class, creating an environment where students are encouraged to be free.

These three strategies, taken from both behavioural and psychoeducational/humanist schools of thought, would ultimately promote strong student motivation and engagement within a positive classroom environment. While behaviourism and humanism both approach encouraging students’ motivations in differing ways, they share the same goal: to enhance education for both students and their teachers.