External and Internal Locus of Control in Regard to Classroom Management
A FINE BALANCE!
By Virginia Pickerell
When one talks about classroom management, it is usually thought that it has to do with rules. And, it does! But, this is just one piece of the puzzle and balance. Rules are necessary. Classroom/school rules focus on the development of an external locus of control.
What is needed to balance the external rules is opportunities in classrooms for students to develop an internal locus of control. Necessary classroom opportunities for developing this are usually associated with: providing students with choices and tapping into the interests of students.
Rules are considered external or outside of “development” because if the balance is lop-sided, a person tends to see their fate as outside of their hands.
The FINE BALANCE is being certain that choices, interests, decision-making, and self-evaluation are also available. Internal development allows a person to be in control of their own life depending on their personal decisions.
An example of the difference in thinking between internal and external locus of control might sound like this:
- External: “The teacher doesn’t like me so I failed that test.” (e.g., blaming others for success/failure)
- Internal: “I really put a lot of effort into finishing that assignment and did get a B+.” (e.g., taking credit for one’s effort)
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