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Rudolf Dreikurs

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Stefani Gambrel

on 28 February 2013

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Transcript of Rudolf Dreikurs

Techniques Obstacle 1 Obstacle 2 Obstacle 4 Goal Start Logical Consequence After all other attempts to meet unmet needs, student has given up... Rudolf Dreikurs Logical Consequences Student wants attention "Make a Graceful Exit" Social Recognition a
d Rudolf Dreikurs is a well-known classroom management theorist. A student and colleague of Alfred Adler, Dreikers shared Adler's beliefs that humans are social beings and their basic motivation is to belong all behavior has a purpose humans are decision-making organisms Humans only perceive reality and this perception may be mistaken or biased After Adler passed, Reikurs made it his life's work to organize and apply techniques that help support these beliefs. He believed that misbehavior occurs when humans feel like they do not belong or are not valued. He called the misbehavior "mistaken goals". Student wants power Obstacle 3 Student wants revenge Student feels inadequate Teachers should prevent misbehavior by developing positive relationships with students, helping them feel accepted and valued. Dreikurs advocated for a democratic classroom and teaching style to create the most potential for students feeling like they are an important part of the group. Regardless of how accepting the teacher and classroom climate are, misbehavior is bound to occur. When it does, the "mistaken goal" should be identified, and logical consequences should be applied. Logical consequences are "consequences that have a clear and logical connection to the misbehavior and have been discussed and agreed upon with the student before applied."


Do the Unexpected


Recognize Others

Move Student wants to avoid any further failure to meet the unmet need... Prevention Logical Consequences You are a teacher with a democratic teaching style. You have worked hard to create a democratic classroom, yet you are still faced with students' "mistaken goals". What do you do? Identify the "mistaken goal": use proximity, write a note, ignore use behavior as a teaching moment talk to the wall, turn the lights out ask a question, assign a task, change activity acknowledge appropriate behavior move the student, use a "thinking chair" Use "Time Out" acknowledge students' power, move the audience, talk about it later discuss behavior and consequences with student, agree on appropriate consequence Logical Consequence "Make a Graceful Exit" Use "Time Out" acknowledge students' power, move the audience, talk about it later discuss behavior and consequences with student, agree on appropriate consequence (Same as for Power Seeking...) GAME OVER? Never! Modify Instructional Methods Build confidence use hands-on activities and materials, break concept down into tangible parts, provide tutoring teach that mistakes are okay, recognize past successes and current achievements, teach "positive self-talk" Student feels recognized and valued! Then, hopefully... My take on Dreikurs... Dreikurs' theory is extremely interesting. I especially agree with him that setting up a classroom climate where every student feels valued is important. When dealing with inevitable misbehavior, Dreikurs says that, as a teacher, I need to recognize why a student may be misbehaving before I address the behavior. This insight can help me focus my approach to dealing with the behavior. I also like the idea of logical consequences. I definitely believe that the consequence should be connected to the behavior. Points of Agreement Application of Techniques Using proximity, ignoring certain behaviors, recognizing appropriate behaviors, and building student confidence are all techniques that I can see myself using as a teacher. References "Models of Classroom Management as Applied to the Secondary Classroom" Malmgren, Kimber W. The Clearing House. 2005. "Adler and Dreikurs: Cognitive-social Dynamic Innovators" Ferguson, Eva Dreikurs. Journal of Individual Psychology. 2001 . Maintaining Sanity in the Classroom: Classroom Management Techniques Dreikurs, Rudolf. Harper & Row. 1982.
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