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Rudolph DreikursRudolph DreikursConcepts of Classroom ManagementConcepts of Classroom Management
I.I. BackgroundBackground
II.II. Democratic TeachingDemocratic Teaching
III.III. Mistaken GoalsMistaken Goals
IV.IV. Logical ConsequencesLogical Consequences
V.V. EncouragementEncouragement
Dreikurs: Background Dreikurs: Background InformationInformation
• Born in Vienna, Austria in Born in Vienna, Austria in 18971897• Emigrated to U.S. in 1937 Emigrated to U.S. in 1937 • Became director of Alfred Adler Institute Became director of Alfred Adler Institute
in Chicagoin Chicago• Founder & medical director of Founder & medical director of
Community Child Guidance Center of Community Child Guidance Center of ChicagoChicago
Fundamentals of Adlerian Fundamentals of Adlerian PsychologyPsychology
Establishing connection to self and Establishing connection to self and communitycommunityCreating unique long term goalsCreating unique long term goalsAll behavior has social meaning and All behavior has social meaning and purposepurposeSocial interpretation of defense Social interpretation of defense mechanismsmechanisms
Democratic TeachingDemocratic Teaching
What is Democratic Teaching?What is Democratic Teaching?
CharacteristicsCharacteristics
Autocrat vs. DemocratAutocrat vs. Democrat
What is Democratic What is Democratic Teaching?Teaching?
Democratic teaching is a teaching style Democratic teaching is a teaching style where:where:– The teacher acts as a responsible The teacher acts as a responsible
guideguide– The teacher believes quiet action is The teacher believes quiet action is
more effective than wordsmore effective than words– The teacher’s way of disciplining is The teacher’s way of disciplining is
based on mutual respectbased on mutual respect
CharacteristicsCharacteristicsFriendly but firmFriendly but firm
Work is well plannedWork is well planned
Respect by listeningRespect by listening
Always encouragingAlways encouraging
Encourages group workEncourages group work
Involve students in classroom Involve students in classroom responsibilitiesresponsibilities
Sincere but have a natural sense of humorSincere but have a natural sense of humor
Democrat Vs. AutocratDemocrat Vs. AutocratDemocratDemocrat– LeaderLeader– InvitationInvitation– InfluenceInfluence– Sell IdeasSell Ideas– EncouragementEncouragement– TeamTeam
– AutocratAutocrat
BossBoss
CommandCommand
PowerPower
Impose IdeasImpose Ideas
CriticismCriticism
One personOne person
4 Mistaken Goals4 Mistaken Goals
Attention GettingAttention Getting
Power SeekingPower Seeking
RevengeRevenge
Feelings of Feelings of InadequacyInadequacy
Attention GettingAttention Getting
Student Feels Student Feels InsignificantInsignificant
Misbehaves for Misbehaves for AttentionAttention
Teacher’s Emotion Teacher’s Emotion = Annoyed= Annoyed
Power SeekingPower Seeking
Student Feels Student Feels PowerlessPowerless
Defies the TeacherDefies the Teacher
Teacher’s Emotion Teacher’s Emotion = Threatened= Threatened
RevengeRevenge
Student Feels Student Feels Wrongly Wrongly Disciplined or Disciplined or EmbarrassedEmbarrassed
Becomes Becomes Outwardly HostileOutwardly Hostile
May Intentionally May Intentionally Hurt OthersHurt Others
Teacher’s Emotion Teacher’s Emotion = Hurt= Hurt
Feelings of InadequacyFeelings of Inadequacy
Student Feels Student Feels Hopeless and InferiorHopeless and Inferior
Gives Up and Avoids Gives Up and Avoids OthersOthers
Teacher’s Emotion = Teacher’s Emotion = DiscouragedDiscouraged
Logical ConsequencesLogical Consequences
Key Tenet:Key Tenet:
Children should be given a choice rather Children should be given a choice rather than forced to behave as directed.than forced to behave as directed.
Logical consequences must be explained, Logical consequences must be explained, understood, and agreed upon by the understood, and agreed upon by the students.students.
Logical consequences are contrived and Logical consequences are contrived and then applied as necessary to influence then applied as necessary to influence students’ behavior.students’ behavior.
EncouragementEncouragement
Encouragement boosts self-esteem Encouragement boosts self-esteem and confidenceand confidence
Express faith, promote “security”Express faith, promote “security”
High expectations enhance High expectations enhance encouragementencouragement
Encouragement more than praiseEncouragement more than praise
PraisePraise
You are always on time.You are always on time.
I'm so proud of your I'm so proud of your artwork.artwork.
You are the best helper I You are the best helper I ever had.ever had.
EncouragementEncouragement
You sure make an effort to You sure make an effort to be on time.be on time.
It is nice to see that you It is nice to see that you enjoy art.enjoy art.
The room looks very neat The room looks very neat since you straightened the since you straightened the bookshelves.bookshelves.
Praise can become source of self-worthUse encouragement to recognize effort, rather than praise to reward accomplishment.
Methods of EncouragementMethods of Encouragement
Show faith in the childShow faith in the child Teacher’s faith will promote child’s faith in selfTeacher’s faith will promote child’s faith in self
Create self-confidence, build self-respectCreate self-confidence, build self-respect Challenging tasks: “I know you can do it”Challenging tasks: “I know you can do it”
Utilize and integrate the groupUtilize and integrate the group Address individual differences to find place for Address individual differences to find place for
each child in groupeach child in groupRecognize strengths and assetsRecognize strengths and assets Avoid focusing on mistakes, seek out strengths Avoid focusing on mistakes, seek out strengths
to build relationshipto build relationship
AdvantagesAdvantages
Promotes trust, respect, and communication Promotes trust, respect, and communication among teachers and studentsamong teachers and students
Fair discipline through logical consequences Fair discipline through logical consequences helps students understand their behavior and helps students understand their behavior and teaches correct behavior teaches correct behavior
Understanding student behavior contributes to Understanding student behavior contributes to safer schools and a caring classroom safer schools and a caring classroom environmentenvironment
Promotes autonomyPromotes autonomy
DisadvantagesDisadvantages
Difficulty determining motives of studentsDifficulty determining motives of students Difficult to come up with logical consequences Difficult to come up with logical consequences
on the spoton the spot Autocratic or permissive teachers may not Autocratic or permissive teachers may not
accept democratic perspectivesaccept democratic perspectives Students may not understand goals and rules as Students may not understand goals and rules as
the teacher doesthe teacher does Problems communicating desired outcomes with Problems communicating desired outcomes with
studentsstudents
BibliographyBibliography1.1. Alfred Adler Institute of San Francisco. Basic Principles of Classical Adlerian Alfred Adler Institute of San Francisco. Basic Principles of Classical Adlerian
Psychology. Retrieved on Jan 22, 2004 from Psychology. Retrieved on Jan 22, 2004 from <http://ourworld.compuserve.com/homepages/hstein/principl.htm><http://ourworld.compuserve.com/homepages/hstein/principl.htm>
2.2. Carson, R. N. 1996. Reaction to Presidential Address of Ronald Butchart. Carson, R. N. 1996. Reaction to Presidential Address of Ronald Butchart. American Educational Studies,American Educational Studies, 27:207-216. 27:207-216.
3.3. Dinkmeyer, D. and Dreikurs, R. 1963. Dinkmeyer, D. and Dreikurs, R. 1963. Encouraging children to learn: the Encouraging children to learn: the encouragement processencouragement process. Englewood Cliffs, NJ. Prentice-Hall.. Englewood Cliffs, NJ. Prentice-Hall.
4.4. Dreikurs, R. 1957. Dreikurs, R. 1957. Psychology in the classroom: a manual for teachersPsychology in the classroom: a manual for teachers. New . New York , NY. Harper & Row.York , NY. Harper & Row.
5.5. Dreikurs, R. and Cassel, P. 1972. Dreikurs, R. and Cassel, P. 1972. Discipline without tearsDiscipline without tears. New York, NY. . New York, NY. Hawthorn Books.Hawthorn Books.
6.6. Dreikurs, R., Grunwald, B. B. and Pepper, F. C. 1971. Dreikurs, R., Grunwald, B. B. and Pepper, F. C. 1971. Maintaining sanity in the Maintaining sanity in the classroomclassroom. New York , NY. Harper & Row. Retrieved on Jan 24, 2004 from . New York , NY. Harper & Row. Retrieved on Jan 24, 2004 from <http://www.noogenesis.com/malama/encouragement.html><http://www.noogenesis.com/malama/encouragement.html>
7.7. Edwards, C. H. 1993. Edwards, C. H. 1993. Classroom Discipline and ManagementClassroom Discipline and Management. New York , NY. . New York , NY. Macmillan.Macmillan.
8.8. Jones, V. F. 1995. Jones, V. F. 1995. Comprehensive Classroom ManagementComprehensive Classroom Management. Boston, MA. Allyn . Boston, MA. Allyn & Bacon.& Bacon.
9.9. Manning, M. L. and Bucher, K. T. 2003. Manning, M. L. and Bucher, K. T. 2003. Classroom management: models, Classroom management: models, applications, and casesapplications, and cases. Upper Saddle River, NJ. Prentice Hall.. Upper Saddle River, NJ. Prentice Hall.
10.10. Wolfgang, C. H. 1986. Wolfgang, C. H. 1986. Solving Discipline ProblemsSolving Discipline Problems. Boston, MA. Allyn & Bacon.. Boston, MA. Allyn & Bacon.