theories of democratic teaching

Theories of Democratic

Teaching(Rudolf Dreikurs)

Definition & Description

Rudolf Dreikurs’ ideas in classroom discipline

All students have inborn

need for belonging

Learning occurs best

in democratic classroom

Students unable to

satisfy the

needs

Mistaken goal can

help them satisfy

the needs

Seek attention,

seek power, seek

revenge, withdraw from class

activity

Turn to thinkthat

Lead students to

To solve this problem, Dreikurs suggest Democratic teaching.

Definition ofO Democratic teaching

O A theory which allows students to take part in the teaching and learning activities along with the teacher.

Key concepts of Dreikurs Theory

O Identify and address mistaken goals of misbehaviour.

O Act as democratic rather than autocratic or permissive.

O Use logical consequences rather than punishment.

O Understand the difference between praise and encouragement.

Democratic teachersODemocratic teachers are neither

permissive nor autocratic. ODemocratic teachers provide firm

guidance and leadership by establishing rules and consequences.

OFor democratic teachers, freedom comes from discipline. O To the extent that students understand that

consequences follow behaviour, they are then free to choose behaviour that will attain their legitimate needs.

Democratic ClassroomsODemocratic classrooms are where the

curriculum actively engages students in collaborative inquiry

OExample:O decision making is shared between

students and staff O students choose their daily activities

ODemocratic classrooms help students become active citizens and preparing them for participation in a democratic society.

Source: RMC Corporation, Denver, CO, May 2004

OIn democratic classroom; OStudents and teachers work together

to make students’ learning a contribution to their community

OStudents demonstrate their learning in public settings and receive public feedback

OStudents have choice, both as individuals and as groups, within the parameters provided by the teacher

OStudents actively work with problems, ideas, materials, and people.

The approaches

The strategies

ApproachesO Teachers withdrawing as an authority figure

O teachers can redirect students’ ambitions for power by having them participate in making decisions or giving directions.

O According to Dreikurs, logical consequences referred to “reasonable results that follow behaviour either desirable or non-desirable.” O typically require students to make right of

what they have done wrong

For example,

OIf students do not complete their work during class, they are required to do it for homework. In a democratic classroom, the students would know in advance the consequences of their misbehaviour because as part of the classroom they helped formulate the consequences.

One of the example of Democratic Teaching approach that can be

used in the classroom is

Class meetings

Class meetings

Oopportunities for students to engage in open talk and debate

Otime for the entire class community to come together

Odiscuss topics that didn't have to connect directly to what we were studying in other parts of our curriculum.

Otalk about a wide variety of topics and issues

OSome meetings were about current events, others focused on news from our lives

OSome meetings emphasized problem solving, and many were on topics my students raised.

OStudents can voice out opinions

OOther students can agree or disagree with the opinions

StrategiesOProvide lessons with social

interest in mind.OProvide a teaching environment

that supports students’ sense of belonging.

OCome up with a set of classroom rules as a group.

OSupport responsibility through freedom of choices in lesson plans.

OEncourage students rather than praise them.

OProvide students with logical consequences to “mistaken goals” to support responsibility and avoid punishment.

Dreikurs's claims that the following 8 conditions foster a democratic classroom:

1. The establishment of order.

2. The setting of limits.

3. The use of firmness and kindness: Firmness from teachers shows that they

respect themselves. Kindness shows their respect for others.

4. Involving student when establishing and maintaining rules.

5. Leadership from the teacher.

6. Inviting cooperation and eliminating destructive competition.

7. Promoting a sense of belonging within a group.

8. Encouraging an atmosphere of freedom to explore, discover, and choose acceptable behaviour through understanding the responsibilities and consequences associated with it.

Strengths & Weaknesses

Strengths ODemocratic classrooms and teaching

styles.O Gives opportunity for the students to

participate in the teaching and learning process.

O The power is not restricted for teacher only (authoritative).

OMutual respect motivates students to behave constructively. O This occurs out of their heightened sense

of social interest.

OPraise supports completion. OEncouragement supports the process.

OLogical consequences produce better results than punishment.

OPromotes respect and communication among teacher and students.

OAllows students to take responsibilities for their own actions to help establish class rules.

OCompliments good teaching by providing a caring classroom community using student centered techniques.

Weaknesses

OMight be difficult for teachers to identify and understand students reasons for misbehaving.

OTeachers may not be able to respond properly and to provide logical consequences for all misbehaviour.

OSome deep emotional problems that lead to serious feeling of inadequacy or to elaborate plan for revenge might require professional counseling skills.

OTeachers who are inherently autocratic or permissive might have difficulty adopting democratic perspectives.

Practicality

Practicality of Democratic Teaching in a Malaysian primary ESL classroom.

OSuitable to be used in dealing with problematic students.

OUses different approach.OGives students opportunity to

correct their misbehaviour.

There is always a reason behind most difficult behaviour

Students with difficult behaviour should be treated

with dignity, respect and compassion

~In conclusion, Dreikurs' greatest contribution lies,

not in how to suppress undesired behaviour in the

short term but in how to build in students an inner sense of responsibility and respect for themselves and

others.~

References O 29/01/2013 Teacher Matters 2013.

http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-dreikers-model.html

O RMC Corporation, Denver, CO, May 2004

O 30/01/2013 New World Encyclopedia http://www.newworldencyclopedia.org/entry/Rudolf_Dreikurs

O 30/01/2013 Prezi.com http://prezi.com/94y-r1dc3p1d/exploring-the-theories-of-democratic-teaching-rudolph-dreikurs/

O 02/02/2013 http://ulyarosyita.blogspot.com/2011/03/what-is-difference-between-strategy.html

By

Nurul Ain Binti RahmanAhmad Muhaymin Bin Ishak

Ahmad Syafiq Bin Harazi

THANK YOU