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Consequences

How to Determine a Student's Goals

Do I feel...

Dreikurs'

...annoyed?

...beaten or intimidated?

...wronged or hurt?

...incapable of reaching the

child in any way?

(Attention)

(Power)

(Revenge)

(Helplessness)

1. Ask yourself how you feel

2. Confront the student & watch for recognition reflex

3. Observe reaction to corrective action

Could it be that you want...

...special attention?

...your own way and hope to be boss?

...to hurt others as much as you

feel hurt by them?

...to be left alone?

(Attention)

(Power)

(Revenge)

(Helplessness)

  • Consequences differ from punishment
  • All consequences should be natural or logical
  • Natural consequences should be prevented in dangerous situations
  • Consequences should be applied consistently
  • Isolation should be avoided unless:
  • it is used as a natural consequence
  • the teacher is angry and needs a chance to cool down

Ways to Respond to Misbehavior

Social Discipline Model

1. Ignore the behavior in the moment

2. Natural & logical consequences

3. Class meetings

Reaction to Correction

(Attention)

(Power)

(Revenge)

(Helplessness)

Stop, then repeats misbehavior

Refuses to stop, or increases misbehavior

Becomes violent or hostile

Refuses to cooperate, participate, or interact

Alfred Adler

1870 - 1937

Rudolph Dreikurs

1897 - 1972

  • Social Psychologist
  • Contemporary of Freud
  • Believed the central motivation of all humans is to belong and be accepted

Drawbacks & Limitations

Praise & Encouragement

  • All behavior, including misbehavior, is orderly, purposeful, and directed toward achieving social recognition
  • Theory based on the work of Alfred Adler
  • Adapted discipline model to both teachers & parents
  • Teachers can be taught to use psychology

Overall Model

Democratic Classroom

  • Overly simplified categories
  • Assumes all "misbehavior" has a social or emotional purpose
  • Sometimes behavior is unrelated to the classroom
  • Some misbehaviors are hard to categorize
  • Assumes all teachers should follow the same disicpline practices
  • Teacher is a power authority
  • Voting for council - popularity contest
  • Council meetings could be hard to control
  • Time constraints in classroom

Alfie Kohn

  • Use praise sparingly
  • Too much praise can make a student:
  • dependent on praise
  • question the sincerity of the praise
  • believe they are inferior and the teacher is overcompensating
  • feel worthless when they are unsuccessful
  • afraid to try anything that might end in failure
  • Use encouragement instead
  • conveys respect, trust and belief in student
  • lack of skill does not diminish student's value
  • Some power struggles are initiated by adults (or student is truly powerless)
  • Consequences = "Punishment Lite"
  • Retaliation not based on understanding relationship between punishment & crime
  • Tit-for-tat consequences

Consequences

Examples

"You get a gold star for doing that."

"You're trying harder."

"You must be happy with playing that game."

  • Requires student understanding of distinction between consequences & punishment
  • There are not always obvious "logical" consequences
  • Alignment with school policy

"I like what you've done."

"It must be a good feeling to know you're doing well."

"Great job! What a smart person."

"I'm going to tell everyone how proud I am of you."

"You have every reason to be proud."

Power & Control

Attention Getting

  • Student feels inferior, unable to measure up to expectations
  • Tries to get his own way, be the boss
  • Forces himself on others
  • Teacher feels beaten or intimidated
  • Constantly looking to belong
  • Looking for recognition
  • May try to seek constant praise or criticism
  • Teacher feels annoyed

My Two Cents

The Democratic Classroom

Four Categories of

Misbehavior

"In a democratic classroom, pupils and the teacher are united in planning, organizing, implementing, and participating in their common activities."

Dreikurs

Emmer & Evertson

VS.

Autocratic

Democratic

Helplessness

Revenge

  • Group discussions & class councils
  • Participation in decision making
  • Students are involved in establishing and maintaining rules
  • Equal rights for all
  • Students must be trained in democratic methods
  • Order and limits are necessary
  • Cooperation rather than competition

Leader

Friendly voice

Invitation

Influence

Stimulation

Winning cooperation

I tell you what I will do

Selling ideas

Guidance

Encouragement

Acknowledgment of achievement

Helping

Discussion

I suggest & help you to decide

Shared responsbility of team

Boss

Sharp voice

Command

Power

Pressure

Demanding cooperation

I tell you what you should do

Imposing ideas

Domination

Criticism

Faultfinding

Punishing

I tell you

I decide, you obey

Sole responsibility of boss

  • Unable to gain attention or power
  • Blames others
  • Seeks revenge
  • Teacher feels wronged or hurt

Immediately correct disruptive behavior

Rewards help build a positive climate

Good grades are a powerful incentive

Focus on achievement

Teacher creates rules & consequences

Teacher enforces rules

Ignore disruptive behavior

Rewards kill independent initiative

Grades are not needed or effective

Focus on effort

Class participates in creating rules

Class council helps enforce rules

  • Feels worthless
  • Unable to do anything to change their situation
  • Has given up
  • Does not seek attention
  • Teacher feels incapable of reaching the child in any way

Works Cited

Charles, C. M. Building Classroom Discipline. New York Etc: Longman, 1992. Print.

Dreikurs, Rudolf, Bernice Bronia. Grunwald, and Floy C. Pepper. Maintaining Sanity in the Classroom: Illustrated Teaching

Techniques. New York: Harper and Row, 1971. Print.

Emmer, Edmund T., and Carolyn M. Evertson. Classroom Management for Middle and High School Teachers. Boston: Pearson,

2013. Print.

Kohn, Alfie. Beyond Discipline: From Compliance to Communtity. Alexandria, Va: Association for Supervision & Curriculum

Development, 1996. Print.

Wolfgang, Charles H. Solving Discipline and Classroom Management Problems. 7th ed. Hoboken, NJ: John Wiley & Sons, Inc.,

2009. Print.

"Praise recognizes the actor,

encouragement acknowledges the act."

-Vicki Soltz

Natural Consequences

Happen naturally without teacher stepping in.

Example: If you don't eat,

you will get hungry.

Logical Consequences

Arranged by the teacher and directly related to the preceding behavior

Example: If a child spills his milk, he must clean it up.

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