Teacher-Student Relationships

Assignment 2.2:
Do you agree with the overview indicating the relative control level of teachers in the classroom? Does it provide a means to manage the diversity in your classroom? Is it implying that you should use different methods of management with different students?

The overview spans the spectrum from teacher control to student autonomy. The discipline models which assign control predominantly to the teacher are those based on Skinner’s principles of Behaviour Modification and Canter’s Assertive Discipline model. The ‘middle ground’, whereby students and teachers share responsibility draws on Dreikurs’ theories on Democratic Discipline, Glasser’s Choice Theory and the Positive Behaviour Leadership model espoused by Bill Rogers. Carl Rogers’ Pain model - being a voluntary intervention process for high-risk students- is categorized under student autonomy as is Teacher Effectiveness Training, a humanistic approach developed by Thomas Gordon. Ed Ford’s Responsible Thinking Process provides a stark contrast to behaviorist approaches and arose from Ford’s passionate opposition to the principles of control through reward and punishment.

This overview undoubtedly provides a model for dealing with diversity in the classroom and a teacher who has an understanding of these theoretical bases is one who is well equipped to cater for differences and face the challenges of educating in the 21st Century.

“The way forward is eclecticism –building your own plan that draws on the strengths of many different views, tailored to the needs of your own students and your own teaching and management style, and consistent with the requirements of your class and school context….We believe that strength in education resides in the intelligent use of this powerful variety of approaches- matching them to different goals and adapting them to students’ styles and characteristics. (1)


The real challenge for the teacher, however, is finding where he or she stands within this spectrum. The danger of an eclectic approach is a lack of consistency. A consistent approach has backbone and authenticity, underpinned by ethical considerations relating to the concepts of responsibility and freedom. A consistent approach does not sacrifice higher goals for the purpose of short-term gains. The upholding of the dignity of the individual should never be compromised and this would prohibit, for example any form of humiliating punishment.

Reward systems, as espoused by behaviourists, have been proven to reduce intrinsic motivation and create dependency: “Rewards are devastatingly effective in smothering enthusiasm for activities children might otherwise enjoy.” (2)

It follows that a teacher who aims to inspire a life-long love of learning would only support a very judicious and temporary use of behaviourist methods. Similar issues arise with the use of Canter’s Assertive Discipline model which lacks any deeper transformative ideal.

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” Paolo Friere

The critical words here are the practice of freedom. Like a musical instrument, human beings need guidance, patience and practice in order to responsibly manage autonomy. This is the lofty goal and a good teacher will take the time to walk the path with a student. This implies a relationship underpinned by mutual respect. The word freedom is used here as defined by Nietzsche:
“Freedom is the will to be responsible to ourselves.” I would broaden this definition to include responsibility to others and to the world.

The image of a path is appropriate in the sense of different starting points moving towards a common goal. There are many forks in the road where appropriate choices must be made. Herein lie the values of those methods promoted by Glasser, Dreikurs, and Bill Rogers, Ford and Gordon. In promoting strategies for positive self-management and accountability ,these methods assist in the daily ‘practice of freedom’. Even highly challenging students are invited to walk this path using Carl Roger’s Pain model. Every child can succeed. Although there may be difficulties and setbacks on these varied paths, the ultimate goal of effective classroom management is expressed here by Rudolf Steiner:

“Our highest endeavor must be to develop human beings who are able, in and of themselves, to impart meaning and direction to their lives.”

(1)Jones and Jones, 2001 Comprehensive Classroom Management Boston: Allyn and Bacon.

(2) Kohn ,1993,Punished by Rewards, Boston: Houghton Mifflin Company.

(3) Nietzsche, Twilight of the Idols, 1888.

(4) Brady and Scully, (p.122) 2005, Engagement: Inclusive Classroom Management Sydney: Pearson Education Australia