Compare and Contrast Theories Paper
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Compare and Contrast Theories Paper
Aaron Whited
Education 624
Liberty University
Compare and Contrast Theories Paper
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Compare and Contrast Theories Paper
I. Introduction
There is an old saying “There is more than one way to skin a cat”. Be that as it
may, are all the ways you can do it the correct way? Everything in our world has
multiple ways of doing things is there a correct way to do everything or is the best
option taking bits and pieces from all available resources the best option. Education,
just like old men sitting on the porch, we all have an opinion on well basically
everything. The goal of this paper is to look at the different top theories in behavior
management to try and find a theory that best fits me as an educator. The four
educational theorist that will be examined are Maslow, Dreikurs, Glasser, and
Coppersmith.
a. Maslow
The first theory to be examined is by Abraham Maslow. A man from the
1960’s era of education. Maslow is most renown for his contemplations on “self-
actualization” [AET16]. He believed that that for students to be involved in
learning then there basic human needs must be met. Maslow theorizes that there is
not a bad student but when a student acts out it comes more from one of these
needs not being met (Jones & Jones 2016). When thinking in the terms of basic
human needs, one can think of a baby. If an infant is not getting the care he or she
needs then what happens, the baby cries. Same thing with adults in the working
world, if he or she does not feel something is correct at the workplace, they are
going to complain.
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b. Dreikurs
Second, on the list is Rudolf Dreikurs. He looks at things from a social
perception standpoint. The main focus of Dreikurs theory is that advancement and
empowerment are the primary driving factors. One point that he makes that is
quite interesting to think about is that all acting out or disruptive behavior is not
random but it is purpose driven (Jones & Jones 2016). Dreikurs had categories for
teachers that greatly affected the behavior of individual students, Autocratic
teachers, Permissive teachers, and Democratic teachers. Basically, category one
is doing it because I said so, category two is a pushover teacher in a no rule
environment and category three is a behavior/consequence either good or bad
environment [Fer01].
c. Glasser
Third, we have William Glasser. He seems to have a genetic outlook on
behavior. His five basic need of human nature read as if they came straight from a
biology textbook. He lists live and procreate, fit in/relationships, to be
empowered, live free, and he simply says have fun. (Jones & Jones 2016). If these
needs are not met then you will have a human not at a stable homeostasis. A quote
from Dr. Glasser is “A teacher cannot instantly change the behaviors of a child,
but the teacher can help make the child aware of their feelings and reactions”. He
deeply believed that if you, as much as possible, let a student be involved in the
decision-making process then the students behavior will reflect a positive change
[Gla97].
d. Coopersmith
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Last but not least of the theories is Stanley Coopersmith. His outlook is
definitely another member of the “Personal Needs Theories” do to the fact he has
that happiness comes from within mindset. To Coopersmith, self-esteem is the
primary factor for success. He theorizes that students need to feel comfortable and
have a sense of understanding to be successful. Coopersmith is also a believer in
student choice equals better behavior (Jones & Jones 2016). In his theories, he
mentions that punishment is not always the best course of action for bad behavior.
He talks about how when a student misbehaves and an adult or teacher serves out
a punishment for the behavior it creates a void between the child and the teacher.
Instead of the student learning from the consequence for the behavior, all it does
is enforce that the adult is now the enemy [Lee13].
II. Similarities and Differences
When looking at these theories at first glance it would be easy to think they are all
carbon copies of each other, but in all actuality, they are all fruit from a tree but one is
an apple, one is a pear and so one. When you dissect the theories for what they are
simply similar enough to be different.
a. Similarities
The theories of Glasser, Coopersmith, Maslow, and Dreikurs are all
theories that personal needs or basic human needs must be satisfied before a
student can be behavioral and socially successful. All of the theorists agree that
there is not such thing as a bad child just a child or student who is not having one
of his or her basic needs met (Jones & Jones 2016). All of the theories are
inherently innate in nature, meaning that what's going on inside of person will
reflect the outward display of behavior. It is quite simple really. If I am hungry
then I will not be as focused on my school work as I would be if the need to be
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fed was met. The same holds true for a student that is not understanding the
material being presented in class. It is easier for the to act out because his or her
need for understanding is not being met than it is for them verbalize at they do not
understand what is being taught. All of the theorists would agree with my
statement because of their top theoretical reason. Maslow has his hierarchy of
needs, Dreikurs has his need of being socially accepted, Glasser has the five
genetic needs, and Coopersmith has his views on self-esteem (Jones & Jones
2016). For lack of better terms, peace must come from within.
b. Differences
We are going to start with the difference where I left off on the
similarities. With the statement, I made about the student acting out because he or
she doesn’t understand the material being taught in class each of the theorists
would, of course, argue a different point on why this is happening.
William Glasser in his theory would relate the problem to the instructor
first and for most. The instructor is a facilitator of learning and if that person is
not conveying the properly conveying knowledge to the student then he or she is
not treating the student as a person but more like an object. Then if the teacher
was not seen as the problem then his theory would state that the student was not
having one or more basic genetic need met, which would then come back on the
instructor [Gla97].
Stanley Coopersmith theory revolves around one simple principle, the
individual's self-esteem. This is what differs him from the other theorists.
Coopersmith believes that one thing, in one way or another, is responsible for
behavioral issues. With low self-esteem comes a whole conundrum of social and
psychological problems [Lee13].
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Maslow and Dreikurs are different from the others but are “innately”
similar to one another. Both have a list of needs that need to be met for a student
to be functional but their reasons worded differently. Dreikurs believes that for a
status quo to be stable in a student social acceptance is the main goal. On the
other hand, Maslow believes that people have the need to be proficient and be
acknowledged [Jon16].
III. Personal Theory of Classroom Management
My theory of classroom management comes not only from dealing with
student behavior in a singular classroom but more from a whole school
standpoint. I say this because I have seen situations with students ranging from
freshman to seniors and all the situations seem to have to same basic roots.
Something in the students world is not right or a basic genetic need is not being
met. I am a biology/anatomy person with that being said I relate my person theory
William Glasser.
I have had students sent to my office for causing disruptions in class, bad
attitudes, and overall malaise. The one thing all of these students have in common
after having a brief conversation is something is not right in their world. On
student that sticks out to me the most, let's call him Greg. Greg was a nice child
but he was always in trouble. I can't tell you the number I times that I had to issue
him a detention. Finally, I had to assign him ISS (in school suspension). I had
talked to him mom multiple times and she was a very nice lady. He came from a
normal household and they had plenty of money. The day after Greg had his ISS
he came to talk to me. He broke down in tears and told me he didn’t feel like his
parents cared about him because they were always gone, he did not feel like he
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was noticed at school unless he acted out, and in most of his classes he felt like he
was stuck on a sinking ship that he couldn’t get out of academically.
This story in its self to me is Glasser's theory in a nutshell. After this
interaction with this student, I had a new outlook of constant “trouble maker”
students. I agree 100% with the statement of there is no such thing as a bad
student, just a student that is not having one of his or her basic genetic needs met
[Gla97].
IV. Biblical Conclusion
Proverbs 22:6 “Start children off on the way they should go, and even when they
are old they will not turn from it.” As teachers or administrators, this is how I feel we
should approach every day. If we can do something to change a child's life for the
better, we have done our jobs. Education is so much more that what a child can learn
from a book or a lecture, education is about life lessons and learning how to make the
right choices. Parents are the original educators but as children get older they spend a
great deal of time in our care and the burden becomes partial shared. I think students
should have a choice in their education but as Luke 6:40 says, “The student is not
above the teacher, but everyone who is fully trained will be like their teacher.” This is
a simple verse of scripture but a very powerful one. Like Glasser’s Control Theory,
the student has to feel like they have a choice but by no means is the student qualified
to make all the decision in a classroom [Gla97]. To me, a classroom is not a
dictatorship but it is also no a democracy. It has to be the perfect blend. Students can
have a say but the ultimate decision rests with the instructor.
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References
A&E Television Networks. (2016, July 12). Biography.com Editors. Retrieved from
http://www.biography.com/people/abraham-maslow-9401669
Ferguson, E. (2001). Adler and Dreikurs: Cognitive-Social Dynamic Innovators. Journal of
Individual Psychology, 57(4), 324.
Glasser, W. (1997). "Choice theory" and student success. The Education Digest, 16-21.
Jones, V., & Jones, L. (2016). Comprehensive Classroom Management: Creating Communities
of Support and Solving Problems. New York: Pearson.
Lee, S. (2013). The Problem with Punishment. Reclaiming Children and Youth, 51-54.
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