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Fritz Redl and William W. Wattenberg's Theories
Cynthia Zavalaon 3 September 2014
Transcript of Fritz Redl and William W. Wattenberg's Theories
Redl and Wattenberg explain, teachers influence students understanding of reality in the classroom.
Teachers have the ability to explain the difference between conduct and consequence.
William W. Wattenburg
A Psychologist and Educator, he was a Director for a Delinquency Control Center at Wayne State University in Detroit.
His most renowned work was for his focus on troubled youth.
"Mental Hygiene in Teaching"
Fritz Redl And William W. Wattenberg's Theories
An advocate of the "safe space", he would promote nurtured, positive relationships.
Advocating, meant, for him, a classroom that was structured, while presenting engaging activities through the use of language.
Wattenburg wished to develop a group involved classroom that would reduce disruptive behavior and prevent strict classroom management for the teacher, and more time for students' interest in studies.
He invested himself in understanding "delinquents" and the nature behind the human behavior.
Redl and Wattenburg's Theory of Encompassing Group Dynamics
It examines the individual behavior, in the hope to identify how it is influenced by group behavior.
It shows that students often imitate peers, especially when they do not wish to exemplify behavior first.
This theory suggests that misbehavior results from a temporary lapse of individual control, not necessarily from wanting to be "disagreeable".
The Pleasure-Pain Principle Theory
Molding students' behavior, teachers can produce a range of situations that can provide for students, pleasant and unpleasant feelings.
When carrying out these situations, it allows for teachers to show students the "reward" for being pleasant in the hopes of repeating good behavior.
However teachers may manage their students, Redl and Wattenberg emphasize the importance of NOT punishing students in the "heat of anger".
Understanding Reality Theory
Teachers should use both criticism and encouragement either in private or within earshot of the classroom.
Bucher K., Manning, M.L.. Exploring the Foundations of Middle School Classroom Management: The Theoretical Contributions of B.F. Skinner, Fritz Redl and William Wattenberg, William Glasser, and Thomas Gordon All Have Particular Relevance for Middle School Educators. Childhood Educations. 78.2. Winter 2001. pg 84. WEB. April 6, 2013.
Wyse J., Fritz Redl Biography. http://www.sbbh.pitt.edu/Leaders%20Project/Redl_Fritz_Wyse_Wikipedia.pdf.
WEB. April 6, 2013.
Lubbers, D., Martin, A.M.. The Redl & Wattenberg Model on Group Dynamics. Medaille College School Education. WEB. April 6, 2013.
When a student exemplifies misbehavior that imtates his/her peers, what can you, as teacher, do to "manage" this behavior?
When a student has become unresponsive to attempts at improving their own behavior and are not partcipating in the classroom, what new approach should you take, aside from passing it on to a higher peer?
Where should the boundry lie between positive and negative crticism when addressing a student's behavior in front of the class?