How do interventionist, non-interventionist and interactivist models of classroom management differ from one another?

 Classroom climate is closely associated with learning environment and it is seen as a major factor of classroom behavior and learning. Recent research findings suggest strong relationship between classroom climate and students’ school achievement. Classrooms which are characterized by greater cohesion and goal-direction, lesser extent of disorganization and conflicts, offer better opportunities for learning and consequently students become successful (Adelman & Taylor, 2005).

Mutual respect and understanding is also the essential element of classroom climate that represents stimulating learning environment (Miller & Pedro, 2006). This is the way to create open minded classroom climate, where students are ready to exchange ideas and explore new learning content. It is clear that it is very important to create an appropriate classroom climate. To fulfill this task, teacher has to practice classroom management style based on constructive and productive relationship with pupils.

The study carried out by Lewin, Lippitt and White in 1939, shows that democratic leadership style has many benefits in comparison with authoritarian or laissez-faire style. The democratic leadership in classroom means that teacher is considered as one of the members of class community, he/she exchanges views with students, he/she involves them in the activities and give directions, but without attempt to dominate. Such behavior of teacher encourages students to accept common work, to take the responsibility for their school obligations, to set high standards of learning and be motivated for achievement.

Nancy Martin and Beatrice Baldwin (1993b) distinguish three main styles of classroom management. These styles are based on concepts formulated by Walfgang and Glickman (1980), explaining the different teachers’ beliefs about discipline. They speak about continuum that represents three approaches to interacting with students – non-interventionist, interventionist and interactionist.

The noninterventionist approach is based on the belief that person has his own needs that tend to express and accomplish them, so the teacher has minimal control. On the other side there is intervening approach, based on the belief that the external environment (people and facilities) affects human development in a certain way, so that the teacher tends to achieve complete control. Between those two extremes there is interactionist approach that focuses on what an individual does in order to change the environment, as well as how the environment affects the individual. In this case, control over the situation in the classroom is shared between teacher and students.

Each teacher performs different approaches in the classroom, but it is possible to talk about different styles depending on the most common and prevailing mode of behavior in the classroom. Having in mind characteristics of productive classroom climate and the ways to create it, it could be said that interactionist classroom management style is the best way to build stimulating learning environment – classroom climate that will produce the best students’ achievement.

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