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