Classroom Management Models: Rudolf Dreikurs

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Classroom Management ModelsRudolf Dreikurs

• Alternate Route
• January 9, 2008
• Val, Stephanie,Marie, Abby

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Biography

• Rudolf Dreikurs was born in Vienna, Austria (1897
  - 1972)
• Received medical degree from University of Vienna
  worked with renowned psychiatrist Alfred Adler
• Along with Adler, they conducted studies dealing
  with family and child counseling

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Biography Continued

• Dreiker became Director of the Alfred Adler
  Institute in Chicago
• Dreiker was a Professor of Psychiatry at the
  Chicago Medical School
• Throughout his career, Dreiker focused on
  family-child counseling
• He was known as an expert in the area of
  classroom behavior through his books
• Psychology in the Classroom (1968)
• Discipline Without Tears with P. Cassel (1972)
• Maintaining Sanity in the Classroom with B.
  Grunwald and F. Pepper (1982)

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Rationale

• Discipline is essential for schools to function
  smoothly
• Dreikers Model moves away from the traditional
  views of discipline
• Traditionally, discipline was viewed as what
  students should not do rather than teaching what
  to do.
• Traditionally discipline arbitrary rules that
  were set up by adults to show who was in charge
• Dreikers believes that discipline requires
  freedom of choice and understanding of
  consequences

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Rationale Continued

• Discipline in the classroom means setting limits
  for students
• Understanding limits self discipline
• Good behavior brings rewards and poor behavior
  always brings undesired consequences
• Teaching discipline in this manner teaches
  students to be positive members of society

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Rationale Continued

• This model requires a positive accepting
  environment
• Students must feel accepted by the teacher
• Students must believe that the teacher wants the
  best for them
• Students must always understand the reasons for
  the rules and they should be included in the rule
  setting process
• Dreikers believes that teachers that establish
  discipline, teach democratically

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Key Ideas

• 3 Types of Teachers
• Autocratic Teachers force their will on
  students to prove they have control of the class
• Permissive Teachers the atmosphere is not based
  on everyday reality students do not learn that
  living in society requires following rules.
• Democratic Teachers provides firm guidance and
  leadership by establishing rules and
  consequences students participate in decision
  making which leads to responsibility for own
  actions

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Key Ideas Continued

• Conditions for a Democratic Classroom
• 1. Order
• 2. Limits
• 3. Firmness and kindness
• 4. Leadership from the teacher
• 5. Inviting cooperation
• 6. A sense of belonging to a group
• 7. Freedom to explore, discover, and choose
  acceptable behavior through understanding
  the responsibilities and consequences associated
  with it

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Key Ideas

• Discipline is not punishment
• Democratic teachers provide firm guidance and
  leadership
• Students want to belong they want status and
  recognition
• Misbehavior reflects the belief that it will gain
  students with the recognition they want

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Key Ideas

• Misbehavior is associated with four mistaken
  goals
• Attention Getting
• Power Seeking
• Revenge Seeking
• Displaying Inadequacy

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Use/What Can Teachers Do?

• Find the purpose of the mistaken goals. Ask the
  students the following questions, in order
• 1.Could it be that you want me to pay attention
  to you?
• 2.Could it be that you want to prove that nobody
  can make you do anything?
• 3.Could it be that you want to hurt me or others?
• 4.Could it be that you want me to believe you are
  not capable?

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Use/ What Can Teachers Do?

• Know why the students are behaving they way they
  are behaving
• If the teacher is feeling
• Annoyed it indicates attention-getting behavior
• Threatened it indicates power-seeking behavior
• Hurt it indicates revenge
• Powerless it indicates student displaying
  inadequacy
• Observe the students reactions to being corrected

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Use/ What Can Teachers Do?

• If students
• Stop the misbehavior, and then repeat it
• Refuse to stop, or increase the misbehavior
• Become violent or hostile
• Refuse to cooperate, participate, or interact

• Then, their goal is
• Attention
• Power
• Revenge
• Inadequacy

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For Attention Getting

• Ignore the misbehavior students will be forced
  to find new ways to gain recognition
• Give attention any time the students are not
  demanding it
• If the behavior cannot be ignored, teachers need
  to give attention in ways that are not rewarding
  to the students

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For Power Seeking

• Most teachers react to power struggles by feeling
  threatened, but a teacher does not have to fight
  back or give in
• The best thing to do is not to get involved in
  power struggles in the first place
• The student cannot meet a goal of power if there
  is no one with whom to fight

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For Revenge Seeking

• Students aimed at revenge are extremely hard to
  deal with because they do not care about
  consequences
• Students need understanding and acceptance
• Teachers can best provide this by calling on the
  class to support and encourage these students

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For Displaying Inadequacy

• Students who wish to be left alone usually think
  of themselves as inadequate teachers often
  believe this and give up
• Reasons for feeling inadequate
• They are overly ambitious and do not do as well
  as they think they should
• They are overly competitive and cannot do as well
  as others they feel that they are not good
  enough
• They are under too much pressure and cannot do as
  well as others want them to

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For Displaying Inadequacy Continued

• Teachers must never give up on these students
• They must always offer encouragement and support
• It is not the achievement but the effort that
  counts
• One failure does not mean a student is a failure
  forever

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Models Effectiveness

• Although not all remedies are practical, the
  concepts are adaptable into every
  classroom

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Demo
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Q A
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Thank you