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Theoretical Connections

Page history last edited by Martha Hickson 12 years, 4 months ago

Compared to Canter

Charles’ Synergetic Classroom theory stands in direct contrast to Canter’s Assertive Discipline theory. Canter believes rules and corrective actions should be discussed with and supported by parents and administration rather than students.

 

Charles asks students to take responsibility for their own behavior. He eliminates power struggles by incorporating students in the rule-making process. Discussion prior to lessons helps lead to a sense of family or community in the classroom, where ideas are shared and rules are invented and agreed upon by teacher and student alike.

 

Compared to Albert and Jones

Albert’s theory of Cooperative Discipline shares principles of Fred Jones’ Positive Classroom Discipline, but both differ from Charles’ theory.

 

Albert and Jones focus on the use of teacher body language to enforce rules. They analyze student motives for misbehavior. Charles, on the other hand, is more direct in connecting with students and getting feedback.

 

All three theories share the beliefs that instruction should be altered to suit the learner, individual assistance should be provided, and a positive atmosphere should be cultivated so that making mistakes is accepted and positive self-esteem is nurtured.

 


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