Classroom Management Plan Template

Name
Assignment E
5500: 360
Instructor
A.
Fritz Redl &
William
Wattenberg
(p.52)

Nicole Pappas
Classroom Management Plan
Educational Planning
Dr. Jonathan List
Pioneer Theorists
1 paragraph per theorist. Describe main
Charles, Chap. 4
philosophy of:
Redl and Wattenberg developed an approach to humane classroom discipline (Charles, 2014).
Rather than bringing in the paddle to correct student behavior like they did prior to 1951, Redl
and Wattenberg state that teachers need to identify the cause of the misbehavior. One way of
doing this is by first grasping an understanding of group behavior and how it affects individual
students. Redl and Wattenberg emphasized the understanding of group dynamics because group
dynamics explains imitative behavior, motivation, and group spirit (Prochnow & Macfarlane,
2008). Within these groups, individuals take on certain roles such as the group leader, scapegoat,
and the follower. Redl and Watterberg explained that teachers need to be aware of these roles,
discuss them with the students, and encourage or discourage them based on the behavior.
Teachers also have certain roles that they are suppose to fill according to Redl and Wattenberg.
Students look to their teachers and role models, judges, and a source of knowledge. Just as
teachers need to discuss the roles of students in the class they also need to discuss the teachers
role and what the students expectations of the teacher are. Influence techniques are to be used in
place of threat and punishment. These techniques help encourage desirable behavior. These
things include: remaining as objective as possible, keeping a sense of humor, and helping students
keep a positive attitude towards school (Charles, 2014).

B.F. Skinner

B.F. Skinner researched how a persons voluntary actions are influenced. Skinner learned that a
stimulus can reinforce a certain behavior. He said that the sooner the person receives this
stimulus after the desired behavior, the better affect it had on that particular person. This research
paved the way for a technique called behavior modification that was popular in the classrooms in
the 1960s. Behavior modification involved rewarding the students who behaved properly and
ignoring those who did not. Skinner was not particularly fond of punishment and believed its
effects on shaping behavior was unreliable. The Skinner Model involves providing immediate
reinforcement to shape behavior in the desired direction (Charles, 2014). This theory is different

from discipline prior to 1951 because it does not rely on punishment to correct the undesirable
behavior. Instead, Skinner said that the undesirable behavior should be ignored.
William
Glasser
(Reality
Theory)

William Glasser developed reality therapy. According to the text by Charles, reality therapy allows
troubled people to connect with those who are important in their lives. According to The William
Glasser Institute (2010), Glasser's suggestions for working with students includes focusing on the
present, avoiding criticism, remaining nonjudgmental, not making excuses for everything, and
putting together specific, workable plans to connect with important people. Glasser also believed
that schools need to be set up in a way to promote the success of all the students. Schools should
also allow students to choose their behavior and teachers should plan classroom meetings to
involve their students in meaningful discussions. Glasser also provided a plan for discipline in the
classroom that looks at the rules of behavior and the consequences. In this plan, if a student
breaks a rule, they were asked in a friendly manner to explain what they did and what effect it had
on themselves and their surroundings. They were also asked to identify what they could have
done differently that would have made their behavior more appropriate (Charles, 2014).

Jacob Kounin

In the 1960s Kounin wanted to figure out how highly effective teachers dealt with misbehavior
in the classroom. He realized that good discipline was dependent on how the teachers set up
lessons and handled groups in the classroom. This means that they were most successful before
the misbehavior occurred rather than how they dealt with it afterwards. Kounin noted that the
most successful teachers developed lessons that kept the students involved and occupied. Kounin
discussed a technique he called group alerting. In group alerting, the teacher gains the students
full attention and gives directions. During lessons, the teachers call on the students from time to
time to demonstrate their learning. Teachers of well-behaved classrooms were also constantly
aware of what all students in the classroom were doing at all times (Pressman, 2011). This is what
Kounin called withitness. The key features of Kounins model includes interesting lessons that run
smoothly and with momentum, student accountability, and stopping before students become
bored or uninterested in a lesson or acitivity (Charles, 2014).

Haim Ginott

Ginott stressed the importance of communication in classroom discipline. His teachings had a
large influence on the caring classroom discipline that is popular today. Teachers should

remember that each student has individual needs and desires personal attention. Ginott said that
when a teacher is helping a student with their behavior they should use congruent communication
and sane messages. This means communication that addresses the situation and does not preach
about the past. Ginott suggested teaching students how to behave properly instead of punishing
them (Charles, 2014).
Rudolf
Dreikurs

In the early 1970s, Dreikurs described two ideas that were new to discipline. The first idea was
that students and all humans have a desire to feel like they belong (Charles, 2014). According to
New World Encyclopedia (2013), when students do not feel like they belong in a classroom, they
turn to undesirable behavior such as revenge or attention. Dreikurs also explained the importance
of a democratic classroom. In a democratic classroom, students are actively involved, have selfdiscipline, and have a sense of belonging. Students also feel like they are social equals with their
teachers. When students misbehave in a classroom, Dreikurs said that teachers need to discuss
the misbehavior with the student in a friendly way and why it is wrong. In Dreikurs democratic
classroom, students learn self-control because they are able to make decisions and have
responsibilities for themselves and for others. Overall, democratic classrooms create the best
environment for a sense of belonging, which Dreikurs argues is one of the basic needs of all
humans (Charles, 2014).

Describe
classroom
discipline
prior to 1951
(p.48)

Before 1951, discipline was thought of as a struggle between the teacher and disobedient
students. It was the teachers responsibility to make the students learn. Discipline included rules,
demands, threats, and punishments. This was widely accepted by the students, teachers, and
parents (Charles, 2014) during that time.

B.
Forni

Theorists: Responsibility & Civility

Charles, Chap. 13

2 paragraphs per theorist

For each, describe the:

Philosophy
Practices

Forni emphasized civility. This means respecting other people and their opinions.

Disruption
Approach

It includes the Golden Rule, politeness, good manners, good citizenship, and
following the rules. Forni also had a list of rules of considerate conduct. These
include: listen, accept and give praise, respect, apologize, and speak kindly. These

concepts, according to Forni, help improve our relationships with other people.
Forni also thought that if we help others, they will want to help us and this will
strengthen our relationships (Charles, 2014).
When disruptions occur in the classroom, teachers need to address them
immediately. Along with addressing them, the teacher needs to redirect the
student towards appropriate behavior. The main idea to Fornis disruption
approach is to praise students when they are behaving correctly and explaining
when undesirable behaviors occur (List, 2013, November 13, personal
communication).

Borba

Philosophy

Borba believed that schools are one of the few places left that students learn

Practices

responsibility, respect, and cooperation. It is also the place where they can see

Disruption
Approach

adults model these behaviors. Borba believes that one way to help students grow is
to help them with the ability to distinguish between right and wrong
(user.manchester.edu). According to Borba, when students participate in
unfavorable behavior, it has an effect on their character (Charles, 2014).
To rid a classroom of unfavorable behavior, a teacher should take the time to
include those who were involved in the process of reflection and model how they
can make it up to the people who they hurt (Charles, 2014). Teachers should not
assume that students know how to behave (user.manchester.edu) If this process is
done consistently and in a friendly manner, the misbehavior should disappear from
the classroom over time (Charles, 2014).

Gossen

Philosophy
Practices

Gossens philosophy focuses on self-restitution. Self-restitution teaches students to

Disruption
Approach

look inside themselves to deal with their behaviors (realrestitution.com). Teachers

should move the attention from the misbehavior to the solution. In doing so, the
teacher avoids arguments or excuses from the student (Charles, 2014).

According to Gossen, when a student misbehaves a teacher should help them

choose a more responsible behavior through a series of three steps. First the first
step includes reflecting on the undesirable behavior. During the second step, the
teacher should help the student identify why the undesirable behavior occurred.
Finally, in the third step the teacher helps the student create a new way of behaving
that displays the type of person the student wants to be. Instead of dwelling on the
past mistakes, these steps help the students learn how to handle problems within
themselves and how to make them right with other people (Charles, 2014).

C.
Glasser

Philosophy
Practices
Disruption
Approach

Models/Systems
1 page minimum
Charles, Chap. 8
Describe the:
Glasser believed that teachers are very unsuccessful when they try to force students to do
something. Instead he says teachers should use positive influence to encourage students
to behave more effectively. Teachers can do this by relating to the students, helping them
understand how their choices affect themselves, and by providing an interesting
curriculum to for the students. Glasser also believed that education should be set up in a
way that promotes student success. Failure can have a drastic effect on student
motivation. By setting up an educational system that supports students success,
classroom motivation can increase. This approach is called Choice Theory. It is the
teachers responsibility to make school interesting and engaging for students. In order to
do this, students needs for love, fun, freedom, and power need to be met. This is what
Glasser called a Quality World picture (Charles, 2014).
Glasser believed that students will participate in schoolwork on their own as long as they
find it interesting and it meets their needs. All people, not just those in school, are
constantly making decisions based on whether or not their needs have been met
(Charles, 2014). It is the teachers responsibility to show students how personal choices
lead to their own success and behavior.
Teachers will continue to fail if they rely on what Glasser called boss management
(Charles, 2014). This includes forcing students to behave appropriately in class and
making them participate in curriculum that is not interesting or engaging to them
(Charles, 2014). Instead, teachers need to use lead management. Lead management
includes allowing students to draw on their own interests, helping students ask and
answer their own questions, and teaching students how to do quality work.
There are seven deadly habits in teaching according to Glasser. These habits include:
nagging, blaming, complaining, threatening, punishing, rewarding to control, and
criticizing. By participating in these habits, teachers and administrators fail to create a
happy and safe environment for their students (Charles, 2014). These also prevent the

teacher and administrators from building relationships with their students, which is
important to classroom management.
According to Charles (2014), Glasser believes that there is no instructional approach that
can completely eliminate undesirable behavior in a classroom but there are several ways
to reduce it. These include: knowing students and building a relationship with them,
establishing a code of conduct, beginning with a discussion of quality work, asking for
student input on what to do when undesirable behavior takes place, creating a contract to
sign that makes students and teachers responsible for the code of conduct, avoiding
getting angry with students, and holding classroom meetings (Charles, 2014).
When a student breaks the rules in the classroom, Glasser says that it is important for a
teacher to intervene. By intervening, a teacher helps the student identify the misbehavior
and helps them choose an appropriate behavior and redirects them to quality class work.
It is also important that the teacher does not place blame on individual students but
instead treats them with courtesy. The teacher should be the problem solver in the
classroom and encourage their students to participate in behavior that helps them build
and maintain relationships within the classroom (Charles, 2014).

D.
Seganti

Philosophy
Practices
Disruption
Approach

Models/Systems
1 page minimum
Charles, Chap. 11
Describe the:
Seganti developed a reality-based approach to classroom discipline that he says will work
with all types of students. Teachers can manage a productive class by establishing clear
rules, teaching those rules, and identifying leverage for each student that makes them
accountable for complying with those rules. Seganti believes that his approach helps
motivate students to learn and encourages them to participate in appropriate behavior. It
is the attitude that the teacher has towards discipline that affects how students behave in
their classroom. Seganti recommends adopting these four messages: 1) any student that
disrupts the class is interfering with the other students right to learn. 2) The teacher and
students have equal but separate roles in the classroom. The teacher is the expert who is
there to teach and help the students learn. The students are in school to study under the
guidance of the teacher. It is their responsibility to do their best to learn. 3) All activities
done in class will be aimed at learning. It is the students responsibility to focus and
participate. 4) Self-esteem does not happen when the students mess around in the
classroom. It comes from working hard and gaining the skills and knowledge necessary
to enjoy life (Charles, 2014).
Seganti also suggests several principles for improving the effectiveness of teachers. These
include: not giving warnings, relying on actions, and speaking effectively. Teachers
should hold students accountable for their actions. It is the teachers responsibility to
establish the effective rules in the classroom. Seganti explains that the teacher is the
professional; therefore they should come up with the rules, not the students. The rules
should be written down and handed out to students on the first day of class (Charles,
2014).
As previously mentioned, teachers need to find what a student values and use it as
leverage to make sure the student chooses to follow the rules. He suggests a 15-minute
after school detention because he says that all of his students value their time (Seganti,
2008). A student who willingly shows up to the 15-minute detention acknowledges the

fact that the teacher is the authority in the classroom. Once this has been established, the
misbehavior will disappear over time (Charles, 2014).

E.
Considerations
(1 page total)

Ethnic and Cultural Groups

Charles, Chap. 1. P.7

1 page
minimum
In our society today, teachers need to be ready for a diverse classroom. Diversity spans many
groups including cultural and economic groups. Every group has different values, morals,
beliefs, habits, and ways of socializing (Charles, 2014). It is important for teachers to be
sensitive to the needs of these diverse learners and their families. Most schools in America
emphasize the values and beliefs of the Judeo-Christian population. These values include but are
not limited to success, personal behavior, time management, and planning ahead (Charles,
2014). Teachers need to be aware of these values and how they may differ from other cultures
that may be present in their classroom. Teachers can misunderstand the culture of their
students and see it as a disruption to their class. These misunderstandings can create a
classroom environment that is very difficult to learn in.
Many students come from economically disadvantaged homes (Charles, 2014). This
disadvantage can cause a huge strain on the students education. Parents of students who are
economically disadvantaged may not be able to meet a teacher for conferences or respond to
emails. Teachers should recognize that it is not because the parents do not care about their
childs education. Instead it may be because they work several jobs and do not have the time to
come for conferences or they do not have access to a computer to respond to emails. Teachers
need to be sensitive to these differences that may occur in their classroom and try to provide
supports for their students and their families.

Positive
Strategy #1

Teachers should display acceptance of students, their families, and their lifestyles (Charles,
2014). As mentioned, if a students parents cannot make it to conferences because they work too
many jobs to make ends meet, the teacher should try to work around their schedule or find
another way to communicate with the parents.

Positive
Strategy #2

Demonstrate the behavior that helps students succeed in school and have them practice that
behavior (Charles, 2014). Students may not know how to behave in a classroom setting. It is the
teachers responsibility to model that behavior for them and encourage them to choose the
appropriate behavior.

F.

Personal Philosophy

Describe
yourself (as a
teacher) and
your program
of study

page minimum
Describe your:
I am studying Early Childhood Education. It is my plan to teach kindergarten to third grade. I
believe that these early years in a childs education has a large impact on their perception of
school the rest of their life. By equipping students with the tools necessary to be successful in
early on, teachers can make school a much more enjoyable experience and can also increase a
students motivation to learn. I believe in a calm and safe classroom environment that is free from
threats and punishment. Glassers classroom model is really important to my future teaching
because it provides for an environment where students can talk openly to their teacher about
their concerns and can work together with their teacher to come up with solutions to their
problems.

Describe your
expectations as
a classroom
manager

As a classroom manager I expect to maintain a classroom that is safe and calm. I understand that
this will not be the case all of the time but I know that by providing my students with the
classroom expectations and helping them see when they have broken one of our rules, we will
create a more positive environment. As a classroom manager, I want to encourage my students to
be problem solvers. When a problem arises, I want them to be able to figure out what happened
and what needs to be done to redirect themselves to a more positive behavior. This is important
to stress in my field because if I help my students achieve this skill while in elementary school,
they will be successful in their relationships throughout life.

definition of
classroom
management

Classroom management includes the way in which a classroom is run, the roles and actions of the

Describe a safe
classroom
environment

A safe classroom environment means that students know that they can explore, ask questions,

teacher and students, the environment, and the learning that takes place.

and take risks without feeling like they will be judged or made fun of. It also includes the physical
safety of the students and the teacher as well. The students and the teacher should be thought of
as social equals and can discuss issues openly and work together to solve problems.

G.
1

Personal System: 7 Principles

(Charles, p. 248)

1 paragraph per item

Identify and explain the meaning of each
principle
How can I expect my students to behave, and what is misbehavior?

Classroom misbehavior includes anything that disrupts teaching, interferes with learning, and violates the
codes of the classroom. It includes inattention, needless talk, lying, stealing, cheating, aggression, defiance,
etc. Teacher misbehavior includes lack of commitment, lack of effort, poor behavior, insensitivity to students
needs, being overly harsh, etc. (Charles, 2014).
2

How does misbehavior damage teaching and learning?

Misbehavior creates an unsafe classroom environment. Students will feel fearful, hesitant, and unsuccessful.
An unsafe classroom environment can have a drastic effect on learning because students will not be willing to
take risks, ask questions, or solve problems (Charles, 2014). Due to this, Charles (2014) argues that
misbehavior is the biggest challenge in teaching.

What is classroom discipline?

Classroom discipline involves the teachers actions to limit the undesirable behavior in a classroom and model
more appropriate behavior. It includes tactics that prevent misbehavior, support appropriate behavior, and
provide redirection when misbehavior occurs. These can also be called the three facets of discipline (Charles,
2014).

What does discipline require of me legally, professionally, and ethically?

Legally, teachers must watch over students and protect them just as parents would do. This means paying
close attention to the students who are under teachers supervision. Teachers also must be aware of any signs
that their students are being abused or inclined to hurting themselves. Teachers should also maintain special
caution regarding physical contact with students (Charles, 2014). Professionally, teachers must display the
best way to fulfill their duties given to them. It is a teachers professional duty to maintain a safe classroom
environment, keeping students physically and emotionally safe (Charles, 2014). Ethically, teachers are
required to treat students and colleagues respectfully. Teachers must also be aware of their personal
behavior outside of the classroom as well (Charles, 2014).

What attitude serves me best in ensuring good discipline?

A teachers attitude towards discipline displays their beliefs about the value of discipline and how it is best
established and maintained. The belief that teachers can influence students to behave appropriately is
effective in discipline. Exerting positive influence on students and showing appreciation towards their
willingness to help is also beneficial to ensuring good discipline (Charles, 2014).

How can I proactively prevent or reduce student misbehavior?

It is important for a teacher to address the factors that cause misbehavior. Some of these include: bullying,
inappropriate habits, physical discomfort, threat, and punishment. To prevent misbehavior a teacher should
establish and clearly explain the rules of the classroom within the first two weeks of school. A teacher should
also communicate with their students and teach civility and routine. Teachers should also make sure the
needs of their students are being met. According to Dreikurs it is important for students to feel like they
belong. If they do not, they are more likely to engage in undesirable behaviors (Charles, 2014).

How can I best provide ongoing support for proper student behavior?
It is important to establish relationships with students and pay careful attention to how teachers
communicate with students. Certain types of communication increase students motivation. Other types may
hinder it. According to Charles (2014), when students are participating in engaging and meaningful lessons,
they are much less likely to misbehave. By keeping the curriculum relevant and interesting, teachers can
prevent most undesirable behaviors. It is also important to teach civility and create a sense of community in
the classroom. By doing so, teachers are holding students accountable for their own actions and they are
more likely to become the people they want to be. Maintaining physical proximity and awareness is also
important. The physical contact helps keep students on task and if an issue arises, the teacher is in close
proximity to help solve the problem. Finally, it is necessary that teachers remind students of their
expectations. Teachers should stimulate students internal motivation. By doing so teachers inspire student
cooperation (Charles, 2014).

Identify the principle

that you think is the
most important, and
explain how it will be
implemented in your
approach to
management:

I think principle six: preventing misbehavior, is the most important. I think it is the most
important because through learning strategies to prevent misbehavior, a teacher can
create a safe learning community. This will be implemented in my approach to
management by clearly and directly communicating to my students what my expectations
are. I will also develop lessons that are interesting and engaging so that they stay on task.
I will remain aware and alert of everything that is going on in my classroom in order to
prevent any misbehavior from occurring.

H.

Policies

to want to
behave
responsibly
to participate in
decision-making
to experience a
sense of
community
Overall, with
which two
theorists does
your approach
align best?
Why?

1 page minimum
Identify specific classroom policies that you will implement to help students:
In order to help my students to want to behave responsibly, I will reward my students for
positive behaviors just as Skinner says it is important to do. Some ways to do this include a
sticker chart or a reward system. Students will also help create the list of classroom policies. By
doing this it is holding the students responsible for the rules they came up with themselves.
Finally, I will provide my students with a safe classroom environment. By doing this, the
students will want to help each other problem solve to maintain the effectiveness of the learning
environment.
To help my students to participate in decision-making I will allow for constant communication
between students and teacher. I will provide the students with choices such as allowing the
students to choose how they show what they learned after a lesson.
To help my students experience a sense of community I will give students plenty of
opportunities to get to know and support each other through group work and class activities.
One specific example of this is through creating a classroom constitution in which the students
as a group decide what rules are important to follow in class. They then will hold each other
accountable for following those rules.
My approach aligns best with Glasser, Skinner, and Dreikurs. It aligns with Glasser because I am
allowing my students to make choices in the classroom and letting their voice be heard through
a classroom constitution. It aligns with Skinner because positive behavior will be rewarded and
negative behavior will be ignored. My approach aligns with Dreikurs because I want to create a
sense of community in my classroom in which all my students feel like they belong. I will create
a community of learners through a classroom constitution and classroom activities.

I.
Rule
1

Rule
2

Rule
3

Classroom Rules & Consequences

For each rule, identify the:
rule (what it is)
When you borrow a book, return it to the shelf when reading time is over.
Rationale
To maintain a clean and organized classroom and teach respect for our classroom
materials.
negative
Student will not earn a ticket if they do not return reading materials to the shelf.
consequence
positive
If you clean up your reading space and return the books to the bookshelf every
consequence
day you earn a ticket.
rule (what it is)
Be respectful to your classmates- make them feel safe.
Rationale
To establish a safe learning environment where students feel free to take risks,
ask questions, and problem solve.
negative
If you are disrespectful to your classmates, you will move your color
consequence
positive consequence If you are respectful to your classmates, you will earn a ticket.
rule (what it is)
Return a pencil to the bin when you borrow it.
Rationale
To maintain a clean and organized classroom and teach respect for our
classroom materials. Also to provide supplies for students who may not have
them
negative
If you do not return a pencil when you have borrowed it, you will not get to
consequence
borrow one next time.
positive consequence If you return your pencil everyday for a week you will get to pick out of the
special pencil box at the end of the week and can keep that pencil.

J.
Severe Disruption
What you consider a severe disruption by a
student
Why you consider it to be a severe disruption
The initial step you would take to respond

If disruption continues, the next step you would

take
If disruption continues, how you would seek
assistance
K.
Hello Families!

Parent Communication

Describe (using a single example):

A student picking on another student is an example of a severe
disruption.
It is a severe disruption because it takes students away from
what they need to be working on and it also decreases a feeling
of safety in the classroom.
The initial step I would take is to pull the student aside and
discuss how one of the rules we set up as a class in the beginning
of the school year is to create a sense of safety and community in
the classroom.
If the student continues to pick on another student I would send
them to the principals office.
If the disruption continues I will contact the students family to
set up a time to meet and discuss the disruptions occurring in
class.
page minimum

Welcome to second grade! My name is Ms. Pappas. I am looking forward to an exciting and educational school
year. It is very important to me to maintain a safe and warm classroom environment with your children. The best
way to do this is by creating a Classroom Constitution. This week our class will come up with classroom rules that
we will all hold each other accountable for. Once this Constitution has been formed I will send home a copy. I
encourage you to discuss it together and to offer suggestions as well. Every week I will send home a letter just like
this one, stating what we will be doing for the week and your child's assignments. I am always open to suggestions
and I encourage your participation in the classroom! Attached to this letter is a form I ask you to complete so I
know the best way to get in contact with you!
I like to have open communication between families and myself so please do not hesitate to contact me. The best
way to reach me is through my email at mspappas@school.edu. You can also reach me at (111)-111-1111.
Thank you and I look forward to getting to know you and your child!
Sincerely,

Ms. Pappas
Hello Families!
Here is the 2nd Grade Classroom Constitution your students came up with:
1. Respect each other
2. Make everyone feel safe
3. If there is a problem, talk about it!
4. Always come prepared
5. Keep our hands, feet, any objects to ourselves
6. If its not mine, I will leave it alone
7. All work will be turned in on time
8. Quiet mouths, hands, and feeet in the hall
9. Respect our school
In addition to the Constitution, we developed a positive reward system:
If a student is caught being a good citizen, this means following our classroom constitution and being a problem
solver, they will earn a ticket. Each ticket with the students name will go into a box. At the end of every week, I will
draw 5 tickets from the box and those students get to pick out of the treasure chest!

References
"Michele Borba." Manchester.edu, n.d. Web. 5 Dec. 2013.
<http://users.manchester.edu/Student/HLTERFLINGER/Michele%20B
orba%20presentation%20[Compatibility%20Mode].pdf>
Pressman, Barbara. "Withitness in the classroom." Education.com. N.p., 14 Oct. 2011.
Web. 8 Dec. 2013.
Prochow, Jane E. & Macfarland, Angus H. (2008). Managing classroom behaviour:
Assertiveness and warmth. Educational Psychology: Concepts, Research,
and Challenges. 154.
Reality Therapy (n.d.). In William Glasser Institute. Retrieved December 7, 2013, from
http://www.wglasser.com/the-glasser-approach/reality-therapy
Rudolf Dreikurs. (2013, August 24). Retrieved from New World Encyclopedia:
http://www.newworldencyclopedia.org/entry/Rudolf_Dreikurs
Seganti, C. (2008, June 25). How to get any student to behave well all of the time. In
Ezine Articles. Retrieved December 5, 2013, from
http://ezinearticles.com/?How-to-Get-Any-Student-to-Behave-Well-Allof-the-Time&id=1268581