Skip to main content
SpringerLink
Log in

Towards Humanizing Education: Classroom Behavior Management Revisited

  • Published:
The Psychological Record Aims and scope Submit manuscript

Abstract

This paper describes evolving concepts and changes in our approach to teacher education. It includes some straight talk about the contribution of feelings to the interaction between ourselves and our practitioner students. Also discussed are issues of language, communication and value judgments. Some data are included for illustration purposes rather than to substantiate or prove.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Reference Note

  1. LINDSLEY, O. R. 1967. Operant behavior management: Background and procedures. Paper presented at the Brecksville Institute, Brecksville, Ohio, ay.

    Google Scholar 

References

  • GORDON, T. 1970. Parent effectiveness training. New York: Peter H. Wyden, Inc.

    Google Scholar 

  • HAUGHTON, E., & AYLLON, T. 1965. Production and elimination of symptomatic behavior. In L. P. Ullman & L. Krasner (Eds.), Case studies in behavior modification. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • PLATT, J. R. 1964. Strong inference. Science, 146, 347–353.

    Article  PubMed  Google Scholar 

  • RAZRAN, G. 1961. The observable unconscious and the inferable conscious in current Soviet psychophysiology: Interoceptive conditioning, semantic conditioning, and the orienting reflex. Psychological Review, 68, 81–147.

    Article  Google Scholar 

  • ULRICH, R. E., HUTCHINSON, R. R., & AZRIN, N. H. 1965. Pain-elicited aggression. The Psychological Record, 15, 111–126.

    Google Scholar 

  • WINETT, R. A., & WINKLER, R. C. 1972. Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 5, 499–504.

    Article  PubMed  PubMed Central  Google Scholar 

  • ZIMMERMAN, J. 1975. If it’s what’s inside that counts, why not count it? I: Self-recording of feelings and treatment by “self-implosion”. The Psychological Record, 25, 3–16.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Indiana University-Purdue University, Indianapolis, School of Medicine, 1100 West Michigan Street, Indianapolis, Indiana, 46202, USA

    Joe Zimmerman & Elaine H. Zimmerman

  2. United States International University, San Diego, USA

    Joe Zimmerman & Elaine H. Zimmerman

Authors
  1. Joe Zimmerman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elaine H. Zimmerman
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

We thank Ogden Lindsley for his inspirational ideas. We express gratitude to Drs. Anne Duncan and Eric Haughton for their encouragement and support with respect to an earlier version of this paper. Preparation of this paper was supported, in part, by a grant to the first author from the Association for the Advancement of Mental Health Research and Education, Inc., Indianapolis.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zimmerman, J., Zimmerman, E.H. Towards Humanizing Education: Classroom Behavior Management Revisited. Psychol Rec 26, 387–397 (1976). https://doi.org/10.1007/BF03394402

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03394402

Search

Navigation