Classroom Management and Communication. What Teachers Need to Know about Classroom Communication and Positive Discipline. Dreikur’s Democratic Principles. Basics of Adler and Dreikurs’ social theory Adler’s Basic premises ( Dreikurs , 1972, pp. 8-9)
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What Teachers Need to Know about Classroom Communication and Positive Discipline
Basics of Adler and Dreikurs’ social theory
Adler’s 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 which goal it is directed, and it is always directed towards finding 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.
All misbehavior is the result of a child’s mistaken assumption about the way he can find a place and gain status (Dreikurs, 1968, p. 36).
Students who are looking to belong and be recognized in the class. This is more often identified with disturbing behavior. Many times this occurs because students are not getting the recognition that they feel they deserve.
If students cannot get attention for their positive behaviors (being on task, completing work, arriving on time, etc.), they will seek it with inappropriate behaviors (continually calling out, refusing to work, asking irrelevant questions, etc.)
• The teacher must recognize students’ inner goal and then help the students change to the more appropriate goal of learning how to belong with others (Wolfgang, 2001, p. 115).
1. Could it be that you want special attention?
2. Could it be that you want your own way and hope 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)
The essence of encouragement is to increase the child\'s confidence in himself and to convey to him that he is good enough as he is not just as he might be. It is directed toward increasing the child\'s belief in himself.
Logical consequences should offer the child a clear and logical choice of behavior and results. The child must perceive that he has a choice and accept the relationship of his choice to what followed (Dreikurs, 1968, p. 82).
Students need to practice democraticprinciples in school in order to learn how to contribute later to society as a whole. The central process for carrying out this modeling of democracy is the use of the class meeting. Any problem child is a problem for the whole class, and the solution to the problem grows most naturally out of the helpful involvement of all class members (Dreikurs, 1972, p. 78).
Open classroom meetings create a context for developing empathy and group membership. Group discussions provide the teacher with an opportunity to help the children understand themselves, and to change their concept of themselves and others which will eventually change their motivations from hostile to cooperative living (Dreikurs, 1972, p. 79).
2. Practice compliments and appreciation
3. Create an agenda
4. Develop communication
5. Learn about separate realities
6. Recognize the four purposes of behavior
7. Practice role playing and brainstorming
8. Focus on non-punitive solutions))Eight building blocks of effective classroom meetings
(Suggested by Jane Nelson--a Dreikurs-Adlerian writer
Read Charles :
Be prepared to contrast models of assertive discipline with models of positive discipline
Review the Rubricon the Classroom Management Plan that we will be working on the latter half of the course.