and communication.ppt

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Classroom Managementand Communication

Session 5

February 27, 2007


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Objectives of this Session To learn what students think about the way (s)

in which schools are managed

To learn what students wish teachers could doto make learning more meaningful

To learn more about Dreikurs DemocraticPrinciples

To discuss what it might look like to teachabout democracy in the classroom by havingstudents ENGAGE in it.


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Getting By . . . .We will form small groups to discuss the

results of the survey conducted with high

school students.

Each group will report on one of the major

findings that they review


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Dreikurs Democratic Principles

Basics of Adler and Dreikurs social theory

Adlers Basic premises(Dreikurs, 1972, pp. 8-9)

i) Man is a social being and his main desire (the basic

motivation) is to belong.ii) All behavior is purposive. One cannot understand

behavior of another person unless one knows to whichgoal it is directed, and it is always directed towardsfinding one's place.

iii) Man is a decision-making organism.iv) Man does not see reality as it is, but only as he perceives

it, and his perception may be mistaken or biased.


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Basic Assumption

All misbehavior is the result

of a childs mistaken assumption

about the way he can find a

place and gain status (Dreikurs, 1968, p. 36).


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Attention Getting

Students who are looking to belong and berecognized in the class. This is more oftenidentified with disturbing behavior. Many times

this occurs because students are not gettingthe recognition that they feel they deserve.

If students cannot get attention for theirpositive behaviors (being on task, completingwork, arriving on time, etc.), they will seek it

with inappropriate behaviors (continuallycalling out, refusing to work, asking irrelevantquestions, etc.)


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Power andControl

(power struggles)

Students feel inferiority, so they try to be yourboss.

Once the battle has been joined, the child has

already won it. Behavior characteristics consist of the student

repetitively doing a behavior to make him orher the center of attention. When asked tostop, he or she becomes defiant and escalates

his or her negative behavior and challengesthe adult. The teacher will feel annoyed at thestudents' actions.


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Revenge

Students who think the only way to getrecognition is to retaliate against adults for theway they feel they have been unfairly treated.

This is formed after a long series ofdiscouragement by failing trials for attentiongetting and power.

Behavior characteristics consist of a student

who hurts others physically or psychologically.The teacher will feel hurt in relation to thestudent's actions.


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The teacher must recognize students

inner goal and then help the studentschange to the more appropriate goal oflearning how to belong with others(Wolfgang, 2001, p. 115).


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Techniques of modifying the

childs motivation

Observe the childs behavior in detail.

Be psychologically sensitive to your own

reaction.


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Confront the child with the four goals.

The purpose of confrontation is to discloseand confirm the mistaken goal to the child.

Use the four "could it be" questions:

1. Could it be that you want special attention?

2. Could it be that you want your own way andhope to be boss?

3. Could it be that you want to hurt others as

much as you feel hurt by them?

4. Could it be that you want to be left alone?Dreikurs, 1972, p. 34, 41)


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The essence of encouragement is to increase the child's confidence inhimself and to convey to him that he is good enough as he is not justas he might be. It is directed toward increasing the child's belief inhimself.

Avoid discouragement.

Work for improvement, not perfection. Comment on effort tather than results.

Separate the deed from the doer.

Build on strength, not on weaknesses.

Show your faith in the child.

Mistakes should not be viewed as failures.

Integrate the child into the group. Praise is not the same as encouragement.

Help the child develop the courage to be imperfect. Dreikurs, 1972,pp. 49-59)


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Differences between praise and

encouragement

Praise can be discouraging.

Praise recognizes the actor,

encouragement acknowledges the act. Too much praise makes a child

dependent on the teacher"


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Every act has a consequence, and if we are toavoid unpleasant results of our acts we must thenbehave in a way which will help to guarantee more

favorable results (Dreikurs, 1968, p. 62).Logical consequences should offer the child a

clear and logical choice of behavior and results. Thechild must perceive that he has a choice and acceptthe relationship of his choice to what followed (Dreikurs,1968, p. 82).

It is structured and arranged by the adult, mustbe experienced by the child as logical in nature(Dreikurs, 1972, p. 62).


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Students need to practice democraticprinciples in school in order to learn how tocontribute later to society as a whole. The

central process for carrying out this modelingof democracy is the use of the class meeting.Any problem child is a problem for the wholeclass, and the solution to the problem growsmost naturally out of the helpful involvement of

all class members (Dreikurs, 1972, p. 78).


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meetings

Open classroom meetings create acontext for developing empathy and groupmembership. Group discussions provide theteacher with an opportunity to help thechildren understand themselves, and tochange their concept of themselves and

others which will eventually change theirmotivations from hostile to cooperative living(Dreikurs, 1972, p. 79).


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Eight building blocks of

effective meetings

1. Form a circle

2. Practice complimentsand appreciation

3. Create an agenda

4. Develop communicationskills

5. Learn about separaterealities

6. Recognize the fourpurposes of behavior

7. Practicerole playingand brainstorming

8. Focus on non-punitivesolutions))

(Suggested by Jane Nelson--a Dreikurs-Adlerian writer
http://wik.ed.uiuc.edu/index.php/Role_playinghttp://wik.ed.uiuc.edu/index.php/Role_playing


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Books by Dreikurs

A Parent's Guide to Child Disciplineby RudolfDreikursand Loren Grey

The Challenge of Parenthood

Children: The Challenge-- by RudolfDreikurs, VickiSoltz

Coping With Children's Misbehavior, a Parent's Guide

Discipline Without Tears-- by RudolfDreikurs, et al

Encouraging Children to Learnby RudolfDreikurs, Don,

Sr. Dinkmeyer


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Assignments for Next Session

Read Charles :

Chapter 3 - Canters Assertive Discipline.

Chapter 4 - Joness Positive Classroom Discipline

Chapter 5 - Positive Discipline in the Classroom.

Be prepared to contrast models of assertive disciplinewith models of positive discipline

Review the Rubric on the Classroom Management Planthat we will be working on the latter half of thecourse.
https://www.csun.edu/EED681assmnt.htmhttps://www.csun.edu/EED681assmnt.htm

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