Case Study Consideration

Our case study, about Lisa, leaves room for a lot of different theories to be attempted. From a behaviorist's perspective, you could implement a system of reinforcements for Lisa if she is willing to work in a group and cooperates the whole time. Trying to show her how the appropriate ways of interacting within her group can help her learn can be reinforced. Also, if an individual reinforcement system doesn't work, there could be a class-wide system that would end with a "big" reward, like a pizza party or no homework for a week. These rewards would only be offered to those that participated in their groups and did not cause disruptions. These reward systems would be offered in hopes that Lisa would eventually participate in and see the benefits of group work.
From a constructivist perspective, we could try smaller groups with brand new activities so that it was different every time we did group work. We could try allowing her to pick her groups to see if she would be more willing to participate if she had more control over who she worked with. Even allowing her to pick new activities or having a group come up with their own activities could be attempted.
The difference between these approaches is that the behaviorist approach could both punish and encourage Lisa depending on which system was being used and if the systems helped her. The benefits to the behaviorists theory are that the rewards could be what helps her join the groups but then the reward itself serves as one reward and then the benefit of working in the group could be another. A deficit of the behaviorist approach is that if the rewards don't interest Lisa at all, then the system will not work.
The benefits of the constructivist approach is that Lisa gains more control over her work and who it is she works with and the children also have input into picking their activities. The deficits are that, again, if Lisa does not like working in groups with anyone in the class, then having the freedom to choose will not encourage her cooperative behavior. Also, she may like to pick the work she does but will not like to do it in groups either. If she is denied being able to do the activity she chose without being in a group, that could have a negative effect on her desire to do the activity at all.

I believe my overall classroom management will strictly depend on the students. I find I am interested in a little bit of each theory so I can not settle for just one for my classroom. I am open to using them all at different times of one for each child if necessary.

Here is an article discussing the use of Behaviorism, constructivism, and cognitivism.
http://abanksto.myweb.uga.edu/portfolio/bankston_learning.pdf