Dr. William Glasser Classroom Management Model

1. Dr. William GlasserClassroom Management Model Joe Gross, Chad Jubela, and Mike Scanlan EDC 610- Classroom Management and Discipline University of Kentucky- Spring, 2010 Dr. Margaret Rintamaa

2. Classroom Meeting What is the best way to address Dr. Glasser and his classroom management model? Which interests you the most? • Interview with Dr. Glasser – Video • Venn diagram: Quality World - Activity • Are you a boss or leader? – Handout • Book reviews and key elements - Presentation

3. Reality Therapy (1965) Key Elements: • Involvement – “At all times in our lives we must have…” • Basic needs – “Psychiatry must be concerned with two basic psychological needs…” • Responsibility – “a concept basic to Reality Therapy, is here defined as…” • Concept of Mental Illness – “The philosophy which underlies all treatment is…” • Mental Hygiene – “the commonly accepted term for the prevention of irresponsibility”

4. Choice (Control) Theory (1998) Key Elements:

5. 5 Needs of Choice/Control Theory Dr. Glasser’s theory contends that all humans have 5 basic “needs” that provide the basis for all choices. • Survival • To Be Loved/Belong • Have Power/Importance • Be Free/Independent • To Have Fun These needs are inherent to all human beings, regardless of any perceived differences. Control theory seeks to emphasize how we are all alike.

6. (Choice) Control Theory in the Classroom (1986) “If what is being taught does not satisfy the needs about which a student is currently most concerned, it will make little difference how brilliantly the teacher teaches—the student will not work to learn.” (21). Key Elements: 1. Allow students the freedom of choice = power 2. Basic needs shape what & how they are taught = negotiation 3. Assignments meet some degree of their needs = loyalty 4. Students have a say in what they learn = content & method 5. Teachers relate to students = Leader vs. Boss (supportive) 6. Hold “classroom meetings” regularly = democratic community 7. Learning-team (cooperative group) activities = belonging 8. Students only receive “good” grades, teachers only accept “quality” work = satisfaction

7. The Learning-Team Model “To get the depth that is necessary for many more of them to make the vital relationship between knowledge and power, they need a chance to work on long-term projects with others.” (78) • Relating Learning To Caring: For Each Other & Quality Of Work • T.E.A.M.- Together Everyone Achieves More • Well Coached Teams = Strong Sense of Power & Belonging • Teacher Constructed Teams Are Of Varied Ability Levels • Team Activities Are Fun, Beyond The Activity – Relationships • Positive Interdependence with Individual Accountability

8. The Quality World “This small, personal world…is made up of a small group of pictures that portray…the best ways to satisfy one or more of our basic needs.” (44). Categories • The people we most want to be with • The things we most want to own or experience • The ideas or systems of belief that govern much of our behavior. (45) Small Group Activity- Venn Diagram- Who/what is in your quality world and your students’ quality worlds? How does it effect learning?

9. The Quality School Teacher (1998)A Companion Volume to The Quality School “Few students in traditional schools do quality work because they do not believe that what they are asked to do and/or how they are asked to do it does anything to improve the quality of their lives.” (14) The Six Conditions of Quality Schoolwork • There must be a warm supportive classroom environment. • Students should be asked to do only useful work. • Students are always asked to do the best they can do. • Students are asked to evaluate their own work and improve it. • Quality work always feels good. • Quality work is never destructive. (18-20) “An important purpose of education is to nurture a love for lifelong learning in all students, not kill it.” – Dr. Glasser • Are you a leader as you educate/manage your classroom or are you a boss and more directive?

10. Schooling “The main reason so many students are doing badly and even good students are not doing their best is that our schools, firmly supported by school boards, politicians, and parents, all of whom follow external control psychology, adhere rigidly to the ideal that what is taught in school is right and that students who won’t learn it will be punished. This destructive false belief is best called schooling.” (237) • Educators must help students acquire knowledge so that it may be used in their students’ quality worlds. “Where you can demonstrate your competence is in using knowledge.” (238)

11. Works Cited Glasser, W. Choice Theory, (1998), Harper Collins Publishers, New York. Glasser, W. & C., The Language of Choice Theory, (1999), Harper Collins Publishers, New York. Glasser, W., Reality Therapy, (1965), Harper and Row Publishers, New York. Glasser, W. The Quality School Teacher, Rev. Ed., (1998), Harper Collins Publishers, New York. Glasser, W. Choice Theory in the Classroom, Rev. Ed., (1988), Harper and Collins Publishers, New York. Glasser, W. Control Theory in the Classroom, (1986), Harper and Row Publishers, New York.