rudolph dreikurs sara redini kyle quackenbush jason dibbern shanell yates
DESCRIPTION
To establish discipline teach the following… Students are responsible for their own actions. Students must respect themselves and others. Students have the responsibility to influence others to behave appropriately. Students are responsible for knowing what the rules and consequences are in the classroom.TRANSCRIPT
RUDOLPH DREIKURSSARA REDINIKYLE QUACKENBUSHJASON DIBBERNSHANELL YATES
Purpose of Discipline Teach behaviors acceptable to society Creating an environment where student
feel the teacher respects and likes them Students have input in establishing rules
and consequences Students feel personal commitment to
the rules
To establish discipline teach the following…
Students are responsible for their own actions.
Students must respect themselves and others.
Students have the responsibility to influence others to behave appropriately.
Students are responsible for knowing what the rules and consequences are in the classroom.
Misbehaviors: Attention seeking – look to belong and
be recognized in class. Seeking power and control – feel inferior
and want to be the boss Seeking revenge – believe they get
recognition through retaliation against adults
Displaying inadequacy – continuously feel left out which leads to a lack of caring.
Encouragement: Dreikurs believed encouragement
acknowledged the act but disagreed with praise because it recognized the actor.
Goal of encouragement is to increase the child's self-confidence.
Methods/ways to encourage: Work for improvement, not perfection Comment on effort not results Build on strengths not weaknesses
Logical consequences: Dreikurs believed consequences should
be a clear and logical connection to a behavior.
Consequences should involve no moral judgment.
Logical consequences are not concerned with past infractions.
Use a friendly voice when adminstering consequences.
Redirecting Mistaken Goals: Confront student through questioning. Ignore attention getting behaviors. Avoid power struggle by withdrawing authority. The teacher needs to decide if they have the
problem or the student has the problem. Ask the student if they are ready to cooperate. Involve class members in redirecting student
behavior. The teacher should never give up on students
feeling inadequate.
The Teachers role: Teaching students how to get along
together and feel as if they belong with others
Eliminate children's desire to misbehave. Observe behavior Be sensitive to their situation Ask the child indirectly if they are feeling
characteristics of the four misbehaviors. Note how they react Apply corrective measures
Student’s Goal Attacking Behavior Defending Behavior
Attention seeking The ClownThe NuisanceThe Smart AleckThe Show-OffObtrusiveInstabilityWalking Question MarkUnpredictableBright Sayings
LazyAnxiousSpeech ProblemsBashful or ShyUntidySelf-IndulgentExcessively PleasantFrivolous
Power seeking ArguesRebelsDefiantContradictsBullyTemper TantrumsUntruthfulDisobedient (carries out forbidden acts)
UncooperativeDawdlesStubbornDisobedient (won’t do what he or she is told)Forgetful
Revenge StealingViciousDestructiveCruelDelinquent BehaviorViolent
SullenMoodyMorosePassive HatredRefuses to Participate
Escape by Withdrawal StupidIdleIncapable“Hopeless”Juvenile WaysFantasy ActivitiesSolitary Activities
Origins of Dreikurs theory: Herbert Spencer who distinguished
between punishment and natural consequences.
Jean Piaget distinguished between punishment and justice.
NUMBERED HEADS TOGETHER
Question one: What is one concept Dreikurs believes is
important in establishing discipline in a democratic classroom?
Question one answer: Students are responsible for their own
actions, students must respect themselves and others, students have the responsibility to influence others to behave appropriately, students are responsible for knowing what the rules and consequences are in their classroom.
Question two: Which type of student feels significant
when they hurt others?
Question two answer: Revenge-seeking
Question three: Which type of student will continue his/her
misbehavior when he/she receives attention?
Question three answer: Attention-Seeking
Question four: Which student feels that they are a
failure and tries to get other to believe they are a failure?
Question four answer: Displaying inadequacy
Question five: Which type of student will argue and
generally display acts of defiance in order to gain control or get what the student wants?
Question five answer: Power-seeking
Question six: Does Dreikurs believe in using
encouragement or praise?
Question six answer: Praise
Question seven: True or false: a good way to redirect a
mistaken goal into an appropriate goal is to confront the student about their behavior and look for a recognition reflex.
Question seven answer: True