Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Redl and Wattenberg Model

Group Dynamics

Ashley Battley

on 30 April 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Redl and Wattenberg Model

Redl and Wattenberg define group dynamics as forces that are generated by and within groups that strongly affect behavior.

Group dynamics is when groups create their own psychological forces that bring strong pressure to bear on individuals.

The effects of group dynamics are:
a. contagious behavior
b. scapegoating
c. Teacher's pets
d. Reactions to strangers
e. Group disintegration Obstacle 1 Obstacle 2 Obstacle 3 Goal Start Redl and wattenberg Positive Influence Techniques a. Address the problem before it becomes serious: eye contact, proximity, encouragement,humor

b. Help students understand why they are misbehaving/offer consequences: set limits

c. Use punishment as
a last resort Every student and teacher will fall
into one of these categories... Group Dynamics Understanding group dynamics Roles Diagnostic thinking is the teacher's best tool for resolving behavior problems and it includes:
a. forming a hunch about the cause of misbehavior
b. Quickly gathering facts about it
c. Taking actions
d. Evaluation
e. Flexibility with other possibilities Student/Teacher Roles Diagnostic Thinking Discipline through influencing Group Behavior Principle
Teachings Students in groups behave differently
than individuals When functioning in groups students normally take on the roles of:
Leaders: Those that do most of the work and fit the ideal role of group having intelligence and social skills

followers: Those who agree with and mock the behavior of the other member in the group

clowns: Those that entertain their group, keeping the tension out of place but damage the teacher's ability to teach

instigator: Those who provoke misbehavior

scapegoat: Those on whom blame is placed even when not deserved Group behavior is greatly influenced by perception of the teacher and the teacher takes on different roles depending on individual/group needs.

Teachers can avoid roles and take on others

Students have in mind certain teacher roles they expect teachers to fill and they are:
role model
source of knowledge
Target for hostility
representative of society When teachers identify problems in class behavior they should make use of positive influence techniques which include:
a. supporting student self-control
b. offering situational assistance (helping students become aware of behavior)
c. appraising reality Redl and wattenburg are specialists in human behavior and educational psychology. They researched group theory, group dynamics, and classroom discipline. They published their ideas in "Mental Hygiene In Teaching" in 1951. Members of a group act a certain
way because of the group and a
group functions a certain way
because of its members Children take roles
in groups to fulfill
their own needs When the implied
are not followed the
teacher must resolve
the conflicts. When conflict arises
the teacher must
thinking Apply diagnostic thinking! Diagnostic Thinking Questions:
a. What is the motivation behind this behavior?

b.How will students react when corrected?

c.How will this correction help future behavior? What is diagnostic thinking? Making a careful examination of a situation Why classrooms need to be managed
Management Goals
Principles of Classroom Arrangement Management styles How will your classroom look? Sources:
1. maximizes children's learning opportunities
2. focus's more on student's needs for nurturing relationships and opportunities for self-regulation
3. orients students toward passivity and compliance.
4. Places emphasis on guiding students toward self-discipline and less on externally controlling the student.
5. Your class will soon be a part of a broader context of school culture and those policies will need to reflect and be consistent with the policies of the school 1.Help students spend more time on learning and less time on Non-Goal-Directed Activity
2. Prevent Students from Developing Problems
3. Managing Instruction
1. reduce congestion in high-traffic areas
2. Make sure that you can easily see all students
3. Make often-used teaching materials and student supplies easily accessible
4. Make sure that all students can easily observe whole-class presentations 1. authoritative- students tend to be self-reliant, show high self esteem and get along with their peers

2. authoritarian- focus is mainly on keeping order in the classroom rather than on instruction and learning

3. permissive- provides students with little support for developing learning skills or managing their behavior
1. http://www.kean.edu/~tpc/Classroom%20Management/Classroom%20Management%20Home.htm

2. http://www.adprima.com/managing.htm

Full transcript