The early Greeks developed some of the original learning theories regarding a cognitive perspective of classroom management. Some of this included intrinsic motivation, discussing issues with children, developing community in the classroom and mutual respect of teachers and children. Teachers ensure they work with students at appropriate maturity levels. Children think about their own behavior, especially if inappropriate, and look at ways they can change.
The cognitive approach to classroom management identifies any behavioral problems by using a series of reflective questions. The teacher examines the reasons for the issue from his own actions to the curriculum to the results of the behavior to problem resolution. Next, he assesses the behavioral problems. He looks at his own assumptions and expectations, root causes for behavior, defining and controlling behavior and reasonable solutions. Then, he looks at strategic ways to change behavior, including what will work with the student. He focuses on encouraging positive behavior. Finally, he talks with students to foster open communication.
Several proponents of the cognitive view of classroom management have researched the topic extensively. Dr. Boyd H. Bode, known as a gestalt or holistic psychologist, pioneered in the education field. He first addressed behavioral patterns instead of specific events in 1929 in his groundbreaking book, "Conflicting Psychologies of Learning." In the 1960s, Haim G. Ginott, an Israeli clinical psychologist, focused on using communication to work on classroom discipline, especially making using a gentle style. Jacob S. Kounin, an educational theorist, postulated a model that emphasized the teacher's role in classroom management in the 1970s.
The cognitive view of classroom management focuses on personal responsibility for choices. Teachers should help students learn personal responsibility by helping them to see that they had choices in a situation. Positive choices yield good results, while bad choices lead to inappropriate behavior. Teachers can manage the classroom through meetings of the whole group, one-on-one interactions with a child and consistent enforcement of limits and rules.