WONGS PRAGMATIC CLASSROOM
It was Rosemary and Harry Wong who were responsible for the development of the theory on the ‘Pragmatic Classroom’. The pair emphasised what they believed to be the important factor of preparation in terms of managing the procedures for an efficient classroom. Wong believed that the teacher had a direct correlation in the influence of student achievement in the classroom. Those teachers who committed towards advanced preparation of lessons were far likely to have a more satisfactory achievement outcome from the students. In essence the teachers set the tone for the lesson, from one of initial greetings, ensuring the students are adequately prepared for the lessons and carrying out the lessons in a structured manner. Wong emphasises the importance of control over the students learning and behaviour, illustrating what goes wrong where control is not factored into the lesson process. It is the structure of effective classroom management that in turn empowers the student to succeed.
- Structured, organised and efficient approach towards lesson planning;
- Creates the right environment that is conducive to learning;
- Improves the overall communications & interaction between student and teacher
- May be criticised as being an inflexible approach towards learning & lesson planning;
- May be considered a too structured sterile approach lacking in creativity and innovation
- Efficiency! Students like preparation and clear structure to the lessons. Both teacher and student benefit from an improved outcome. This approach also optimizes the lesson time and ensures there is minimum wastage factor. The teacher creates the right environment and structure for learning and the students’ performance improves by better utilization of the time and learning.
KAGAN, KYLE, SCOTT WIN-WIN DISCIPLINE
This approach takes a different slant from that of Wong’s Approach, as illustrated above. This approach provides a more collaborative approach between the student and teacher. The concept of discipline is not deemed the responsibility of the teacher instead it should provide a learning opportunity for introducing corrective behaviour modification. The objective of the teacher being to show the student the error of his/her ways and modify behaviour. The prime objective of this win-win approach is to get the students to assume responsibility to manage their education through responsible behaviour and assist in developing life skills that will better serve them in their working life. The approach is more inclusive and recognises the important contribution of the community and parents in helping to attain these goals.
- Transfers responsibility for performance and behaviour to the student and makes them act in a more adult and responsible manner;
- The creation of formal procedures eliminates potential discipline problems;
- Has a measured response to disruptive behaviour and makes the student see the ramifications of the error of his ways;
- Assumes a degree of maturity on behalf of the student and support from the parents;
- Needs to be regulated by developed processes and procedures;
- Teachers require the input of both Parents and the Community to be ultimately successful in the objectives of this approach;
The approach works best in a more mature educational environment where a holistic approach can be taken that includes community, parent and student collaboration working towards common educational goals and objectives. It may prove less suitable in conditions where this inclusivity cannot be accomplished.