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Rudolph Dreikurs.
The Democratic Discipline Model.Starring:
Kathy, Michelle, Shirley, Linda, Nicole and Simon.
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“All behaviour is socially useful or socially useless.”
DEMOCRACY# the political orientation of those who
favour government by the people or by their elected representatives
# a political system in which the supreme power lies in a body of citizens who can elect people to represent them
# majority rule: the doctrine that the numerical majority of an organized group can make decisions binding on the whole group
wordnetweb.princeton.edu/perl/webwn
the central motivation of all humans is to belong and be accepted by
others.
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THE DEMOCRATIC DISCIPLINE MODEL.Rudolph Dreikurs.
Autocratic/permissive and democratic. Split from freud
Social beings/ Vygotsky. Fits in with the VALUES system well (civic
responsibilty basically training for “society”.)
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Responsibilities of the teacher. Social beings / Acceptance and
Belonging. Be wholly accepting of the system. Goals for mis/behaviour. Active participation / government
(consequences). Student centred/ students assume
responsibility.
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4 KEY CONCEPTS
Democratic Teaching Democratic vs Autocratic
Encouragement Effort vs Achievement
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4 Key Concepts
Democratic Teaching Democratic vs Autocratic
Encouragement Effort vs Achievement
Logical Consequences Logical consequences vs Punishments
Mistaken Goals gain attention, power seeking, revenge or
feelings of inadequacy
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Student Behaviours in pursuit ofThe Mistaken Goals. Social Recognition/Unfulfilled needs. Seeking Attention. Seeking Power. Seeking Revenge. Displaying Inadequacies.
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Identifying & Addressing Mistaken Goals.
All students desire & need social recognition.
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Attention – Seeking
Students talk out, show off, interrupt others and demand teacher attention.
It is best to ignore the student and accompany this with the reinforcement of good
behaviour.
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Power- Seeking:
They drag their heels, make comments under their breath, and sometimes try to show that
the teacher can’t make them do anything. Make it necessary for errant students to
confront the whole class in the quest for power.
Avoid confrontation. Redirect the need for power by giving them
a leadership role. Do the unexpected
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Revenge Seeking
They try to get back at the teacher & other students by lying, subverting class
activities and maliciously disrupting the class.
A very difficult task as may be a result of external factors. Need to encourage the
class to be positive as often the student is isolated because of revengeful behaviour
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Display Inadequacy
They withdraw from class activities & make no effort to
learn. Provide an abundance of support & encouragement –
especially when students make mistakes. Student needs to feel
success. Encouragement to re-enter group
discussions or activities
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Benefits of Identifying Mistaken Goals:
Teachers can take more decisive action and implement specific strategies to change
mistaken goals into positive ones. Help students find legitimate ways to
satisfy needs. Revealing the behaviour encourages
students to understand their own motives. Students have a choice – learn to be
responsible.
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Implementation.
• Build on the positive, avoid the negative.• Encourage independence and the assumption of
responsibility.• Encourage students to strive for improvement, not
perfection.• Give clear cut directions for action expected of students;
make sure they understand the limits.• Show that you accept students but not their
misbehaviour.• Emphasize student strengths while minimizing
weaknesses.• Treat students consistently with a ‘firm but fair’ manner.
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Impact in the Classroom.
Students must take on responsibility for behaviours and transgressions.
Teacher must maintain a high degree of familiarity with students especially those that misbehave.
Decision making and discussions will impact on learning experiences in both positive and negative ways.
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What are the shortcomings of the Model?
Allowing students to have input in school governance is a worthy goal,
but there are implications?
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It may be difficult for inexperienced teachers to identify the reasons behind
the student’s misbehaviour. Q. Why is he behaving that way?
Because he’s a second born child. He has a learning disability?
He comes from a dysfunctional family?
A. I don’t know, I don’t have psychological training?
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Logical consequences for certain behaviours can be planned for during the ‘democracy making’ process. However a teacher’s decision making is often on the
spot. In the heat of the moment, faced with a challenging situation, one’s logic
might be spent.
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