Management

Suzanne Houff, Ph.D. University of Mary Washington

Te Basic Needs of Classroom Management

If there were one perfect way to manage a classroom, every teacher would immediately em- ploy that strategy. Theory and research provide a good foundation on which to build beliefs concerning management; however, theory can be confusing, overwhelming, and contradic- tory. Teachers dutifully post rules and consequences for all to see; yet educational thinkers such as Alfie Kohn (1996) suggest that reward and punishment strategies do not work. Suzie won’t bring in her signed report card, but psychologist William Glasser (1986) suggests that Suzie needs to be empowered by giving her the responsibility for her own behavior. Jane Nelson (1996) recommends kindness, respect, and firmness are the ingredients needed for positive discipline, but Amad won’t stop hitting the other students even if he does miss out on the surprise box filled with glorious treasures from the local dollar store.

These are difficult problems that are faced daily in the classroom. Using William Glasser’s five basic needs as a conceptual framework, the following article provides theory-based yet prac- tical ideas for managing the classroom environment.

Meeting Students’ Basic Needs

William Glasser (1986, 1993) suggests that when students misbehave, they are trying to send a message; and according to his theories, one or more of their basic needs are not being met. Using his theory as a basis for classroom management, the students’ intrinsic motivations can be enhanced by meeting their needs and allowing them to make choices. Rather than demanding work and appropriate behavior from students, his ideas offer strategies to moti- vate students by meeting their needs of survival, belonging, fun, freedom, and power. Stu- dents are then able to make choices that will help them successfully fit in the world around them and obtain their goals.

Survival

For a student to survive in the classroom, his physiological needs of nourishment, shelter, and safety must be met. In the classroom, survival might look like students who have been fed, have slept, and are comfortable and secure in a safe environment. The teacher has the

Virginia Educational Leadership Vol. 7 No. 1 Spring 2010 18