William Glasser Choice Theory

"If students see that the learning they are asked to do is relevant and adds quality to their lives, they are less likely to choose behaviours that disrupt their learning."

Brief history of the theorist / model

The idea of implementing Dr. Glasser’s model is for educators to value and create positive relationships with students.

Theoretical base for the model / underlying assumptions regarding how students learn

William Glasser: Choice Theory

Assumption Four

All we can do from birth to death is behave

Behaviour has four inseparable components

For Example:

• Reasoning
• Fantasizing

For Example:

• Walking
• Talking

Feeling

Acting

For Example:

• Analyse
• Fantasizing

Thinking

For example:

• Sweating
• Headaches

Physiology

Assumption two

Low and medium ability students benefit from observing high ability students

Students:

Results in:

2 Brains are better than 1

Work together

Learn together

Responsible for each other’s learning

High ability students deepen their understanding as they help the low and medium ability students

Children:

- Higher self esteem

- Improved collaboration skills

- Better communication

- Deeper understanding

- Friendships from diverse backgrounds

Think

Discuss

Wonder

Discover

(How about 4?)

Co-operative Learning

Set goals

Corrective Strategies

Reality Therapy

Back to the Basic needs

Love, belonging, acceptance

Survival, safety, security

Personal power, competency, achievement

Freedom, independence, autonomy

Fun and Learning

Reality Therapy

Interview method of working WITH others using Choice Theory.

Personal responsibility

Self evaluation

Planning for change

Warm up

Define and Personalise the topic

3 Level Questions

Take Action

Ground Rules

Environment

Respect

Freedom

Relevance

Confidentiality

Good listening

Know students and what they want

Stay focused

Don’t give up on the students

Meetings

• Problem-solving
• Open-ended
• Educational diagnosis

The interview process

1. What do you want?

2. What are you doing/have you done to achieve what you want?

3. Is it working?

4. What else could be done? What are your plans or options?

Encourages peer and self-assessment

(Identify person's need)

(Find how the person is trying to satisfy the need)

(Evaluates strategies)

(Explore alternatives and plan for change)

Lead Management

Seeks quality work

Assists

Uses student needs and interests

Facilitator

Discusses

Establishes a non-coercive environment

Demonstrates

Aims for quality work

Organises interesting activities

What does it look like?

Respectful

Encourages student input

Differentiates

Finds students needs and interests

Builds positive relationships with students

Supportive Strategies

The 7 Habits

Boss Management

Uses rewards and punishments

Teacher has right answers

Total Behaviour

Creates Fear

Controls class room

Teacher focused

Settles for minimum quality work

Sets standards

What does it look like?

Says ‘I’

Humiliates

Boss Mangement

Uses coercion (force)

Blames

Has all the information

What does

it look like?

Lead Management

The Seven Caring Habits

What does it look like?

Supporting

Encouraging

Listening

Accepting

Trusting

Respecting

Negotiating differences

Preventative Strategies

• Lead VS Boss Management
• Meetings

- Problem Solving

- Open Ended

- Educational

• Co-operative team learning

The Seven Deadly Habits

Criticizing

Blaming

Complaining

Nagging

Threatening

Punishing

Bribing or rewarding to control

Critical Analysis

+

Strengths and

Weaknesses

Relationships

Understanding of behaviour

and how to respond

Focus on:

• Learning
• Needs of students

Empowers student

-

Requires extensive training

All students are different

Time constraints

Strategies not applicable to all KLAs

All we can give or get from other people is information. How we deal with that information is our own choice.

Preventative

Corrective

Supportive

Assumption Five:

References

All things William. (2012). Retrieved September 2012, from http://www.allthingswilliam.com/choice.html

Andrius, J. (2012). The Glasser model of discipline. Retrieved from Teacher Matters: http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-glasser-model.html

Edwards, C. H., & Watts, V. (2008). Classroom discipline & management. Milton: John Wiley & Sons, Ltd.

Emmett, J. D., & Monsour, F. (1996). Open classroom meetings: Promoting peaceful schools. Elementary School Guidance and Counseling , 31 (1).

Wubbolding, R. (2007). Glasser quality school. Group Dynamics: Theory, Research and Practice, 11(4), 253-261. doi:10.1037/1089-2699.11.4.253.

Zeeman, R. (2006). Glasser's choice theory and Purkey's invitational education-allied approach to counseling and schooling. Journal of Invitational Theory and Practice , 12, 46-51.

The Glasser Model of Discipline. Retreived from

www.teachermatters.com

All total behavior is chosen.

We have direct control over:

• Acting
• Thinking

However control our feelings and physiology indirectly, through how we choose to act and think

Do you think that this is true?

Can we only control how we feel, through thinking and acting?

Assumption Three

Within this theory a quality school is seen as a school that

• satisfies students’ needs,
• develops cooperation,
• allows for variation,
• promotes autonomy,
• has expectations for high-quality work,
• promotes student ownership of their work
• increases student productivity,
• involves students in classroom decisions relevant to students’ personal lives

All long-lasting psychological problems are relationship problems

Principles

Educate and teach students’ how to behave in acceptable ways.

President and founder of The William Glasser Institute

Educated at Case Western Reserve University, and became certified in psychiatry in 1961.

Development of quality relationships through connecting behaviours instead of eliminating behaviours.

He is well known for his counseling abilities and has been recognized by many awards.

Assumptions

Known as a prominent psychiatrist who grounded his work in 1965.

Assumption One

Choice Theory

The only person whose behavior we can control is our own.

Emphasis on trusting and respecting relationships.

Reality Therapy

The belief that all behavior is purposeful and students behave in certain manners to meet their basic psychological and biological needs.

Glasser uses this to help educators to create effective management skills in helping students to learn how to satisfy their needs in appropriate ways.

Focus

Dr. Glasser’s Choice theory is about how and why people behave, it focuses on looking at why students choose to behave in certain ways, instead of focusing on the background of unsuitable behavior

Five Genetic Needs

Freedom, independence and autonomy

Fun and learning

Love, Belonging and Acceptance

Survival, Safety and Security

Personal Power, Competency and Achievement

“We almost always have choices, and the better the choice, the more we will be in control of our lives.”

-William Glasser