The Humanistic Perspective on Classroom Management

The charitableistic military position on schoolroom management. In the fostering dry land of today, it is understood that one green goddess however be impressive in teaching by taking into consideration the different re courseing styles of checkers. In a classifyroom, it is expected that instructors would indispensability their disciples to acquire a meaty fellowship base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers strike to know how to be able to develop this situation in the schoolroom and make it to a greater extent conducive to learning.Therefore, it would front that they desire to encourage savants to talk with each other with group discussions and assignments, to make sure they atomic number 18 busy in the class, physic every(prenominal)y as well as mentally, and that they as teachers be rational and firm authority figures in the classroom. The c oncept of a well-managed classroom would be equivalent to the picture painted here, where school-age childs may be interested, do and eager to learn. The humanistic approach to teaching is one that is centered on the student.How the student feels and how able they be to relate to what is existence taught is close to important. This conjecture believes that if a student rat understand how they learn and their behavior in relation to it, and that the classroom fag end support this behavior, they are more than incite to learn (Biehler and Snowman, 2006, p. 372). The humanistic approach is one that dish ups students believe in themselves and their emf it encourages compassion and understanding that fosters self- applaud and respect for others.As human beings we all sustain an innate desire to hold our full potential and achieve what we back to the best of our abilities. This approach shows the appealing idea that students discount learn on their terms, or the counsel t hey want to, as the instruction in the classroom is geared towards their needs. The humanistic perspective seems to suggest that students would have a more positive come to the forelook on didactics if it was approached in this manner, and there are a lot of people, students included, who support the view also.In terms of instruction, one can see the importance teachers place, or rather should place on spirtula they must constantly be thinking of how to make their teaching better. When thinking about self-improvement, good teachers have to develop their own psychealised strategies ground on existing theories and models they then utilize those strategies to make decisions in the real classroom setting. The humanistic perspective in fosterage, seeks to enhance how the basics of reading, writing, computing, vocational skills, problem-solving and decision-making work, by going beyond what is seen as basic (van Zolingen, 2002, p. 19). Humanists know that these skills are necess ary and therefore their main interest should be how to get their students to be interested and motivated enough to develop these basic skills. One of the strongest reasons for financial backing humanistic education is that, when done effectively, students learn. If a student feels that the teacher is rattling concerned about them, accepts and value them and their opinions in the class, they would more likely establish up to the teacher and express any concerns they might have.For ex adenylic acidle, if a student is failing a class, automatically teachers try to tell him or her how to work and prepare for the next test. A teacher following the humanistic perspective would rather, talk to the student about their interest in the subject, what they understand, how they study and yet if the teachers methods are effective for them. This can better help students to understand their feelings and their role in learning (Biehler and Snowman, 2006, p. 373). It is evident, how this perspec tive foc determinations on the student and encourages them to learn by their standards.Considerable evidence shows that cooperative learning structures higher self-concepts, and the students need and interest in learning are related to greater academic achievement. Three different types of parenting styles are integrated into classroom for more effective teaching. These are the authoritarian, the permissive and the authoritative (Biehler and Snowman, 2006, p. 423). The authoritarian style is on one fundamental end, where teachers apply strict rules and expect students to follow them without question and where zipper is negotiable.Their focus then, is non the student but getting compliance from the student, who would be rewarded or punished accordingly. The permissive style is on the other extreme and is as the name suggests. There are hardly any rules and the teacher simply desires the student to identify with and respect him or her. How the student learns and move them to do s o is not the main priority. The style that is deemed best and passkey to the other two is the authoritative.This style is adopted by teachers who desire shore leave in their students. They develop rules and classroom norms and explain them to the students, rather than force them to do as they say. This attitude encourages the students to realize how adapting to this behavior will allow them to learn more, which of course, is the main priority of the humanistic teacher. It is possible to say that humanistic education integrated with the authoritative parenting style can lead to fewer classify problems, two at home and in the classroom.Many parents desire their children to listen more respectfully, choose less impulsively, calm down when overexcited, learn to be imperative without being aggressive and manage their time better. Many humanistic education methods teach students how to do these things. Effectiveness training for example, teaches students how to really listen to other s, including parents and values clarification teach students to thoughtfully consider the consequences of their decisions (Green, 1994). Several humanistic education approaches teach students to relax and control their nervous energy and to plan and con more responsibility for their time.Humanistic educators often report that parents have told them how good intercourse was increased in their families as a result of some of the class activities and new skills the students learned. One of the pioneers of the humanistic approach is Abraham Maslow. He studied both behavioral and psychoanalytic psychology, but he rejected the idea that human behavior is controlled exactly by internal or only when by external forces. Instead, Maslow developed a possible action he called humanistic psychology, found on his belief that human behavior is controlled by a faction of internal and external factors (DeMarco, 1998).His studies led him to believe that people have legitimate physiological an d psychological needs that are unchanging, identical in all cultures and genetic in origin. Maslow described these needs as being stratified in nature and classified them as either basic needs, which are low on the hierarchy, or growth needs, which are high on the hierarchy. According to Maslow, an case-by-case must satisfy lower-level basic needs to begin with attempting to meet higher-level growth needs. The basic needs are instinctual needs for food, trade protection and safety.Once these necessities of life have been satisfied, higher needs such as understanding, esthetics and spirituality become important. Maslow called the highest-level need self-actualization and claimed that it could not be attained unless all the needs below it on the hierarchy had been met. Self-actualization is the movement toward full learning of ones potential talents and capabilities (Biehler and Snowman, 2006, p. 543). Most people want to move up the hierarchy toward self-actualization. Unfortuna tely, the process often is disrupted by a failure to meet lower-level needs.In the classroom, teachers can motivate students to move through the levels and attain self-actualization by understanding how the learning process relates to Maslows hierarchy of needs (DeMarco, 1998). Maslows theory of self-actualization describes how highly effective people come through their peak level of runance. Educators can respond to the potential an individual has for growing into a self-actualizing person of his or her own by applying Maslows motivational theories to the learning process. In nearly cases, an individual must satisfy lower-level, basic needs sooner progressing on to higher-level needs.Even the most inspirational educator will not be able to reach a student whose lower-level needs are not being met. Educators cannot come across that all students basic needs have been met and that it is safe to focus only on higher-level growth needs. Even if a student achieves a original level on Maslows hierarchy, life experiences such as a decease or divorce in the family may cause an individual to bust back to a lower level. Physiological needs are the most basic. If a student is too cold, sleepy, hungry or has an urgent need to use the restroom, he or she will not be able to learn effectively.Teachers can help students meet their basic needs by ensuring that the classroom temperature is comfortable, by giving students breaks during long classes or clinical sessions and by ensuring comfortable access to food and drink. After an individuals physiological needs have been met, he or she next focuses on safety needs. A student who is dysphoric about the health or safety of a family member, foe example, cannot perform effectively. It is suggested that students be allowed breaks or the chance to go home and see to personal emergencies when need be. Next in the hierarchy is the need for love and run shorting.Maslow points out that belonging was an essential and prerequis ite human need that had to be met before one could ever achieve a sense of self-worth (Kunc, 1992). For instance, a student who is made to feel welcome, and to feel like he or she belongs in the classroom, would be more likely to perform well than one who does not have a sense of belonging. Having group discussions and sessions where the students in the class can associate and relate to each other can then hike up a unified whole, and give students more of an opportunity to fit in and feel accepted. This then, in its own way promotes learning.In addition to this though, students do not merely want to be accepted alone. The ego is the next criterion in Maslows hierarchy, which relates to the fact that students also want to be heard, appreciated and wanted. They need to be encouraged by the teacher, or to have the teacher fuck their efforts and praise them for at least trying. If a student is frustrated in the classroom or feels inferior, it will hinder their learning. The final le vel, self-actualization, is defined by Maslow as the full use and exploitation of ones talents, capacities and potentialities (Tennant, 1997, p. 3). Maslow believed that only 1 in 10 individuals become fully self-actualized, owing to the fact that our society originally rewards people based on esteem, love and social status. In strain to this, his theory emphasized that a persons idea of self-actualization can be anything that they want it to be. If a person desired to be class president, owner of a prestigious law firm or a manager in a store wherever their desire lies, he believed that a person would do all that is possible to get to that point, and thus, attain self-actualization.Again, one can see how the teacher can encourage this in the classroom. A teacher, from his or her own perspective, can identify the strengths of the students in their classroom and encourage or motivate them to build on these strengths, thus helping them on their way to self-actualization and a new le vel of learning. The humanistic approach seems to be the most agreeable of theories in teaching techniques. Many share the opinion that a student can truly learn if they have a meaningful relationship with the teacher and also with other students in the class.Students are more behaved and inclined to learn if they feel that their teacher is capable and they can respect him or her, and also, when this respect is reciprocated. The structure of classroom management should be facilitated by the teacher, agreed upon by both students and teacher, be open to revision, and be flexible to accommodate for growth and change in the needs of all classroom participants (DePonte, 2005). The humanistic approach allows one to recognize that part of mplementing any form of classroom management means to distinguish that learning is generated not only through textbooks and lesson plans, but also through interaction and communication prompted as a result of the social learning environment built-in to o ur classrooms. Therefore, it would seem that the ultimate goal of classroom management is for the teacher to prepare his or her students for socialization in the real world.The humanistic perspective proves idealistic for instigating and maintaining acceptable social learning boundaries by the means of practical application (DePonte, 2005). For example, if a student demonstrates misbehavior in the classroom, instead of a teacher development verbal or physical punishment, he or she should communicate with the student, to give them the opportunity to realize their errors. The teacher can then guide the student towards a self-realization of consequences, and towards a plan for self-improvement.In this democratic society, it can only be concluded that by mutually agreeing upon rules with the students, a teacher is being proactive by encouraging students to practice self-discipline through collaborationism of behavioral rules, and through promoting awareness and respect of their indiv idual differences.ReferencesBiehler, R &amp Snowman, J. (2006). Psychology applied to teaching (11th ed. ). New York Houghton Mifflin Company. DePonte, Steve. (2005).Classroom management plan. Retrieved November 20, 2008 from http//www. calstatela. edu/ stave/jshindl/cm/DePonteCMP. htm Green, Bob. (1994).What humanistic education is nd is not. Retrieved November 23, 2008 from http//www. humanistsofutah. org/1994/art2jun94. html Kunc, Norman. (1992).The need to belong rediscovering Maslows hierarchy of needs. Retrieved November 20, 2008 from http//www. normemma. com/armaslow. htm Mary Lou DeMarco. (1998).Maslow in the classroom and the clinic. Radiologic Technology. Retrieved on November 22, 2008 from http//findarticles. com/p/articles/mi_hb3387/is_n1_v70/ai_n28711330 Tennant, Mark. (1997).Psychology and adult learning. Routledge. Van Zolingen, S. J. (2002). The role of key qualifications in the transition from vocational