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William Glasser Choice Theory

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

Megan O'Sullivan

on 16 October 2012

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Transcript of William Glasser Choice Theory

William Glasser: Choice Theory Theoretical base for the model / underlying assumptions regarding how students learn Five Genetic Needs Assumptions Principles Personal Power, Competency and Achievement Survival, Safety and Security Love, Belonging and Acceptance Fun and learning Freedom, independence and autonomy “We almost always have choices, and the better the choice, the more we will be in control of our lives.”
-William Glasser The only person whose behavior we can control is our own. Assumption One Assumption two All we can give or get from other people is information. How we deal with that information is our own choice. Assumption Three All long-lasting psychological problems are relationship problems All we can do from birth to death is behave Assumption Four Behaviour has four inseparable components Thinking Feeling Acting Physiology For Example:
Fantasizing For Example:
Fantasizing For example:
Headaches For Example:
Talking All total behavior is chosen.
We have direct control over:
However control our feelings and physiology indirectly, through how we choose to act and think Assumption Five: Development of quality relationships through connecting behaviours instead of eliminating behaviours. Educate and teach students’ how to behave in acceptable ways. 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 Do you think that this is true?

Can we only control how we feel, through thinking and acting? References Critical Analysis The Seven Caring Habits Supporting
Negotiating differences Environment Know students and what they want

Stay focused

Don’t give up on the students Reality Therapy Interview method of working WITH others using Choice Theory.

Personal responsibility

Self evaluation

Planning for change Preventative Strategies Lead VS Boss Management
- Problem Solving
- Open Ended
- Educational
Co-operative team learning Preventative
Supportive The Seven Deadly Habits Criticizing
Bribing or rewarding to control Supportive Strategies The 7 Habits Corrective Strategies Reality Therapy Results in: - Higher self esteem

- Improved collaboration skills

- Better communication

- Deeper understanding

- Friendships from diverse backgrounds Students: Work together

Learn together

Responsible for each other’s learning 2 Brains are better than 1 (How about 4?) Meetings Problem-solving
Educational diagnosis Take Action Define and Personalise the topic Warm up 3 Level Questions Set goals Children: Think
Discover High ability students deepen their understanding as they help the low and medium ability students Low and medium ability students benefit from observing high ability students Fun and Learning Freedom, independence, autonomy Personal power, competency, achievement Love, belonging, acceptance Survival, safety, security Back to the Basic needs Facilitator Encourages peer and self-assessment What does it look like? Finds students needs and interests Respectful Differentiates Demonstrates Encourages student input Uses student needs and interests Builds positive relationships with students Aims for quality work Organises interesting activities Assists Discusses Seeks quality work Establishes a non-coercive environment Lead Management Boss Management Humiliates Settles for minimum quality work Sets standards Teacher focused Uses rewards and punishments Blames Uses coercion (force) Has all the information Says ‘I’ Creates Fear Teacher has right answers Controls class room "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 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 President and founder of The William Glasser Institute Educated at Case Western Reserve University, and became certified in psychiatry in 1961. He is well known for his counseling abilities and has been recognized by many awards. Known as a prominent psychiatrist who grounded his work in 1965. The idea of implementing Dr. Glasser’s model is for educators to value and create positive relationships with students. Emphasis on trusting and respecting relationships. 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. Choice Theory Reality Therapy 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 Focus Boss Mangement What does
it look like? Lead Management What does it look like? What does it look like? Respect
Good listening 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?
The interview process Strengths and
Weaknesses Relationships
Understanding of behaviour
and how to respond
Focus on:
Needs of students
Empowers student Requires extensive training
All students are different
Time constraints
Strategies not applicable to all KLAs + - Total Behaviour (Identify person's need)

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

(Evaluates strategies)

(Explore alternatives and plan for change) Co-operative Learning Ground Rules
Full transcript