Journal of Classroom Interaction Vol. 43.1 2008
36
Student-Centered and Teacher-Centered Classroom Management
to note that although teacher-centered and student-centered
classroom management can be seen as opposite ends of a
continuum, it is highly unlikely that any teacher implements
a teacher-centered or student-centered approach to class-
room management in its purest form. Nonetheless, these
lenses are useful ways of examining the dominant orienta-
tion of a classroom.
In teacher-centered classrooms, control is of primary
importance and “authority is transmitted hierarchically”
(Dollard & Christensen, 1996, p. 3), meaning the teacher ex-
erts control over the students. Critics of teacher-centeredness
argue that in these classrooms, compliance is valued over
initiative and passive learners over active learners (Freiberg,
1999).
To help teachers maintain control over students, in-
structional methods that promote a focus on the teacher are
frequently used, such as lectures, guided discussions, dem-
onstrations and “cookbook” labs (Edwards, 2004). These
forms of instruction lend themselves to having the teacher
stand in the front of the classroom while all students work
on the same task. Similarly, the physical design of the class-
room often promotes a focus on the teacher and limits stu-
dent activity that disrupts that focus. In other words, rooms
are often organized so that desks face toward the primary
focal point, the teacher (Boostrom, 1991).
In addition, teachers exert their control through a
system of clearly dened rules, routines and punishments
that are mandated rather than developed with the students
(Freiberg, 1999). Generally, teachers identify the rules nec-
essary for an orderly classroom and time is set aside for the
teaching of these rules during the rst several days of school.
When students exhibit undesirable behavior, advocates of a
teacher-centered approach often rely on punishments, such
as reprimands, frowns, time outs and loss of special privi-
leges (Lovitt, 1990).
Finally, in teacher-centered classrooms, teachers may
rely on extrinsic motivation to inuence student behavior.
Here, completion of a task is seen as a prerequisite for ob-
taining something desirable (Chance, 1993) such as social
rewards (e.g. praise), activity rewards (e.g. free time, com-
puter time) and tangible rewards (e.g. candy and stickers).
In contrast, a constructivist teacher is interested pri-
marily in helping the child engage problems and issues,
search below the surface, try out various possible solutions
or explanations and nally construct his or her own mean-
ing (Ryan & Cooper, 2001). In these classrooms, teaching
methods or strategies include reective thinking, inquiry, ex-
ploratory discussions, role-playing, demonstrations, projects
and simulation games (Edwards, 2004).
What kinds of management strategies support the in-
structional strategies and goals of a student-centered class-
room? Since one of the primary goals is to empower stu-
dents and strengthen their sense of responsibility, proponents
of student-centered classroom management suggest relin-
quishing hierarchical power structures and sharing control,
which they claim will result in a more manageable class-
room (Nichols, 1992). One way teachers may share their
control with their students is to elicit student participation
when generating the classroom rules. Another suggestion
is to share responsibility by having students complete class-
room tasks such as taking attendance or lunch count, updat-
ing the calendar or caring for a class pet. Similarly, students
can be given autonomy to decide when to use the bathroom,
sharpen pencils and throw out garbage.
The development of interpersonal relationships is an
essential component of a student-centered approach, since
positive student-teacher relationships presumably lessen the
need for control and become the foundation for all interac-
tion in the classroom (Dollard & Christensen, 1996).
Supporters of student-centered management propose
that children “see their acceptable, caring behavior as vital
to the maintenance of the group because they have a vested
interest in the health of the group as a whole” (Bloom, Per-
lmutter & Burrell, 1999, p. 134). However, even in a child-
centered environment, behavior problems will arise. When
this happens, student-centered teachers encourage students to
take increased responsibility in regulating their own behav-
ior through conict resolution and peer mediation programs.
Emphasis is also placed on the development of students’
social skills through various strategies such as I-messages
(Gordon, 1974), classroom meetings (Bloom, Perlmutter &
Burrell, 1999), and community building activities.
Finally, advocates of a student-centered approach to
classroom management propose that teachers minimize the
use of extrinsic rewards because they may adversely affect
student motivation, create reliance on the teacher and en-
courage appropriate behavior for the sake of a reward rather
than for the good of the group (DeVries & Zan, 1994). In-
stead, teachers are encouraged to use strategies for enhancing
a student’s intrinsic motivation, including adapting activities
to students’ interests, calling attention to the instrumental
value of academic activities, incorporating game-like fea-
tures and providing opportunities to exercise autonomy and
make choices (Brophy and Good, 2003).
METHODOLOGY
Setting
The study was conducted in a suburban elementary
school (K–6) serving 615 students. The school is a science
and technology magnet school, which means the students re-
ceive extra instruction in these areas. The student body is di-
verse in terms of race and ethnicity (White, 26.9%; African
American, 45.3%; Hispanic, 13.0%; Asian, 14.7%; Ameri-