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Dreikurs' Social Discipline Model

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on 13 March 2014

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Transcript of Dreikurs' Social Discipline Model

Social Discipline Model
Four Categories of
Attention Getting
Constantly looking to belong
Looking for recognition
May try to seek constant praise or criticism
Teacher feels annoyed
Power & Control
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
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
Unable to gain attention or power
Blames others
Seeks revenge
Teacher feels wronged or hurt
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
Social Psychologist
Contemporary of Freud
Believed the central motivation of all humans is to belong and be accepted
Alfred Adler
1870 - 1937
How to Determine a Student's Goals
1. Ask yourself how you feel
2. Confront the student & watch for recognition reflex
3. Observe reaction to corrective action
Emmer & Evertson
Drawbacks & Limitations
Teacher is a power authority
Voting for council - popularity contest
Council meetings could be hard to control
Time constraints in classroom
The Democratic Classroom
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.
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
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.
Praise & Encouragement
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
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
Sharp voice
Demanding cooperation
I tell you what you should do
Imposing ideas
I tell you
I decide, you obey
Sole responsibility of boss
Friendly voice
Winning cooperation
I tell you what I will do
Selling ideas
Acknowledgment of achievement
I suggest & help you to decide
Shared responsbility of team
"In a democratic classroom, pupils and the teacher are united in planning, organizing, implementing, and participating in their common activities."
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
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
My Two Cents
...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?
Could it be that you want...





...beaten or intimidated?

...wronged or hurt?

...incapable of reaching the
child in any way?
Do I feel...




Ways to Respond to Misbehavior
1. Ignore the behavior in the moment
2. Natural & logical consequences
3. Class meetings
Overall Model
Democratic Classroom
Alfie Kohn
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
Requires student understanding of distinction between consequences & punishment
There are not always obvious "logical" consequences
Alignment with school policy
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
"You're trying harder."
"You must be happy with playing that game."
"It must be a good feeling to know you're doing well."
"You have every reason to be proud."
"I like what you've done."
"Great job! What a smart person."
"You get a gold star for doing that."
"I'm going to tell everyone how proud I am of you."
"Praise recognizes the actor,
encouragement acknowledges the act."
-Vicki Soltz
Rudolph Dreikurs
1897 - 1972

Reaction to Correction
Stop, then repeats misbehavior

Refuses to stop, or increases misbehavior

Becomes violent or hostile

Refuses to cooperate, participate, or interact



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