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1965,William Glasser wrote Reality Theraphy in which he challenged the widely accepted perception of behavior as externally driven and contended that all behavior is internally motivated. Reality therapy is driven by the following principles:Individuals are responsible for their own behavior.Behavior is not seen as by-product of society, heredity or an individuals past.Individuals can change and live more effective lives when given guidance and support.Individuals behave in certain ways in order to mold their environment to match their own inner pictures of what they want (Wubbolding,1988)In 1969, Glassers Schools Without Failure documented the application of reality therapy to school situations.Glasser(1997)- School failure, is the result of students and teachers accepting the notion that behavior is externally manipulated and therefore outside the control of the studentThis belied results in teachers spending too much time trying to control and manipulate students rather than helping students understand the choices they are making.However, Glasser stresses that students will only feel safe to make these choices if school is seen as a good place where all people, especially the adults, are caring and courteousIn the 1970s,Glasser adapted the concepts of control theory to his approach to educationControl theory is a descriptive term because we try to control our own behaviour so that we choose to do is the most need satisfying thing we do at the time (Glasser,1992).

Since 1986, Glasser has used the term choice theory rather than control theory for his approach. He changed the name in order to avoid confusion about who has the control in decision making. Students or teachers, Choice theory has a more positive tone and reaffirms that individuals control their own behaviour rather than being pawns to external stimuli. Today, Glasser provides a system of classroom management using a presentative approachThe premise of choice theory is that all human behaviour is generated by what goes on inside the behaving person. According to Glasser(1994) all behaviour ,logical or illogical, appropriate ir inappropriate, satisfy powerful needs withing the person. Therefore, students are genetically driven to meet the following four needs.

The need to belongFor students, this includes being around their peers and being accepted by other significant people in their lives. The need for powerThis need is so strong that Glasser states I believe that the need for power is the core- the absolute core- of almost all school problems

The need for freedomStudents have the need to make choices and to have a degree of independenceThe need is funoften overlooked as a basic human need, students need to take pleasure in what they are doing. Classrooms need to be places in which learning is mixed with laughterGlassers Plan For Classroom ManagementAccording to Glasser,school will only be a satisfying place and students will only be successful if they fulfil their need for belonging, power, freedom and fun within the school environment. Ultimately,he stresses, students are responsible for fulfilling their own needs, for controlling their own behaviour and for making their own choicesHowever, students cannot make responsible choices unless they are strongly and emotionally involved with those who canPunishment and DisciplineGlasser ViewsHow to Use the Ten Steps1.Set aside a quiet thinking time for yourself. Mentally select a student whose behavior is in violation of school expectations. Make a list of thingsyoudo when s/he is disruptive.2. Review your list of interventions. Have they been effective in improving the student's behavior? If not, make a commitment to stop using them. If they're not working, why use them? It's time to find a strategy that will work.

3. Make a plan to help your student start tomorrow on a positive note(e.g., pat on the back, personal compliment, a personalized greeting, sending him/her on an errand, etc.).4. If a problem behavior is shown, ask"What are you doing?" Glasser believes that thinking about a behavior helps the student to recognize it's existence, own it, and prepare to stop it. When you get an answer that states the actual behavior(his/her words accurately describe the behavior), say"Please stop it." Do not accept statements such as"I'm not doing anything."and do not let him/her take you off on a tangent/distract you from your task. If s/he tries to distract you from the issue, keep repeating"What are you doing?"(perhaps varying the wording to be sure the youngster understands your expectation)until the student describes the behavior.

5. If after steps 3 and 4, the behavior continues, have a conference with the student. Say "What are you doing?", Upon receiving a response, ask"Is it against the rules?" Upon receiving an accurate description, ask"What should you be doing?" Obtain an accurate description of classroom/school expectations. This practice helps the student to realize that s/he is displaying inappropriate behavior and causes him/her to reflect on expectations.6. If step 5 fails, repeat all of 5 except for the last question. Substitute"We have to work this out. What kind of a plan can you make to follow the rules?" The plan must be a positive action plan(a description of the behavior to be displayed)rather than a lack of action(What the youngster will stop doing). The student must tell you what s/he will do in same/similar situations.

7.If the student disrupts again, isolate him/her or place him/her in time out in the immediate classroom. The student may rejoin the class after having devised a plan for following rules, informed you of this plan, and made a commitment to follow it. If the student disrupts the class while in the quiet part of the room, this results in his removal from the room.8. If step 7 does not work, in-school suspension is implemented. Say, "Things are not working out for you here. You and I have tried to this problem, but now it's time to talk with some otherpeople. Please report to the principal's office." In-school suspension continues until an approved plan of action appropriate behavior is formulated9. If the student is completely out of control, the parents are asked to take him home for the rest of the day.10. If step 9 is continually ineffective, the student must stay home or is sent to another placement that is better able to meet his/her educational/behavioral needs.

Quality SchoolGlasser stresses that classroom and school discipline plans would be unnecessary if students needs are met in what he calls a Quality School

The basic component for a Quality School Students, teachers, administrators and parents are taught Choice Theory. Through this training, students recognize their needs and appropriate means for meeting those needs. Teachers learn to be non-coercive and provide guidance and counselling to students-Staff and students work together to establish the class rules and everyone signs an agreement to accept the rules.-Regular class meetings are held to decide how to best conduct the business at school. In an interview with Brandt (1988), Glasser stressed that the cause of 95 percent of discipline problems in schools is the fact that students feel that no one will listen to themThree types of classroom meetings are advocated: problem-solving meetings,in which the goal is to solve a classroom problem; open-ended meetings, in which any intellectually important subjects can be discussed; and education-diagnostic meetings, in which students discuss how well they understand the curriculum.Teachers are viewed as facilitators.Teacjer give real-life meaning to what they are taching and help connect the material to students livesThe curriculum has meaning. In the Quality School, students work on the useful skills of speaking and listening, reading and writing and problems solving.Grades are viewed as less important than learning. As long as students want to try to improve their grades, students are given an opportunity to complete work. Teachers are not presented to prepare students for standardized tests. All tests are upon book. Questions are written or oral. The school notifies parents only to tell them positive things.Discipline incidents are managed without involving parents. Discipline problems and disruptive students disapperar in a Quality School.However, as students and teachers move to an acceptance of the Quality School as a reality, time-out s provided for those students who disrupt the classroom.

Strengths and Weaknesses of Reality Theraphy/ Choice TheoryStrengths Weaknesses. Rich(1979) described Glassers ten steps for classroom management as structured and organized and felt they gave new teachers a detailed map to follow. Neither Glassers original ten-step plan nor the elements of the Quality School provide a means for helping students overcome a history of abuse, depression, or behavioural disability. Morris(1996) questions teachers abilitites to meet the needs of each student within a classroommost positive element of Glassers approach is that it stresses a positive, trusting atmostphere between teachers and students.Many of the elements of Reality Therapy, Control Theory, Choice Theory and the Quality School are difficult to understand , and it is difficult to understand which elements have been discarded as Glasser modified his approachSUMMARYIn 1965, William Glasser wrote Reality Therapy. Although the name of his model has changed from Reality Therapy to Control Theory to Choice Theory, his basic concept that all behaviour is internally motivated has not changed. Central to his theories is the belief that the rule of the teacher is to help students make good choices by connecting student behaviour to the ssociated consequences of that behaviour. Glassers early principles were operationalized through class meetings, clear specifications of rules, the use of plans or contracts and a series of steps designed to guide the teachers action when dealing with problem behaviour. Glasser has adapted his models to the changing American Student through the concept of the Quality School, in which realtionships are based upon trust and respect and discipline problems are eliminated