This essay will compare and contrast two theories of behaviour management by Carl Rogers and BF Skinner and argue ways in which one of these theories could be implemented for a particular context and practice. Roger’s theory is based on a humanistic approach, while Skinner’s theory takes a behaviourist approach; each theory has both benefits and shortcomings. Their views form opposite ends of the learning spectrum. These theories will be examined as their respective works address the underlying issue of how children learn to behave.

This essay will also discuss the advantages of teachers creating a positive and happy learning environment in the classroom. Teachers need to carefully plan a behaviour management theory/model that
An inclusive school will genuinely adapt and change to create equal opportunities for all its students, as well as respecting differences.

My personal behaviour management philosophy correlates most closely to Carl Rogers’ humanist theory. I work at Emanuel School, a Jewish independent school in Sydney in a middle primary context. It is a Year K-12 academically focussed school with high standards expected of both students and teachers. At Emanuel School there is a formal disciplinary procedure, including: teacher-student discussions, warnings, teacher managed consequences and lunch and after-school detentions (2011, Emanuel School).

While planning for the practicum to be undertaken as part of this unit, I intend to familiarise myself with the skills to successfully put this humanist theory into practice. I will use encouragement to engage and hopefully improve the learning outcomes for my students. Further, Arthur-Kelly, Lyons, Butterfield, & Gordon (2006) add a prerequisite to the success of the planning phase is to have a clear understanding of your philosophy of learning and teaching, and your theoretical approach and model of classroom management.

There are various strategies in relation to applying a theory into practice. Edwards & Watts (2004) describe: an aligned approach, where you embrace one or more