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William Glasser - Choice Theory

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Tayla Laing

on 1 May 2013

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Transcript of William Glasser - Choice Theory

Glasser's Principles Lyons, Ford and Arthur-Kelly describe Glasser as believing in teachers being leaders, not bosses; and 'developmental rather than interventionist (coercive) approaches' (p. 9).

Teachers who utilize choice theory should build positive learning environments, and to do this teachers must adopt cooperative-learning strategies as a priority pedagogy.

Glasser also believed in the power of developing positive relationships with students so that teachers can engage students in 'problem-solving meetings' (Lyons et al, 2011).

When a teacher uses team learning and collaboration and inquiry projects to provide students with the opportunity to take an active role in their learning, the teacher is employing Glasser's principles. Providing students with a choice in content is another way of using these principles. Who? What? William Glasser created a classroom management theory he called "Control Theory" in 1969, based on his belief that all humans have 5 basic needs:

Survival, belonging, power, fun & freedom
(Konza et al, 2003)

However, in some of his journal articles he only refers to 4 needs: belonging, power, fun & freedom (Glasser, 1997).

He later renamed this theory "Choice Theory" in the 1990's as he believed that everyone chose to behave the way they do. He also emphasized the importance of quality schools and classrooms.

His main aim was to get students to understand that THEY control their own behaviour, and they can CHOOSE to engage in positive behaviours.

Konza et al (2003) states that 'Students must become aware of their behaviour and whether or not that behaviour is likely to meet their needs' (p. 96). Lesson Plan Basic introduction and hand out resource sheets to students.
Introduction to William Glasser and his key concepts.
Hand out sheets with questions, students are to keep these questions in mind whilst watching a video clip.
Group discussion about concepts.
Group work - students are to choose one of four scenarios and must either a) write a story or storyboard representation of what should have happened in this scenario or b) act out the scenario to provide evidence of applying the theory.
Students personally reflect on questions and see how knowledge of the theory has changed after applying it.
Students are to write journal entries after the lesson to record evidence of learning. Coded Lesson Plan Engagement Discussion Choice Theory William Glasser Presented by:

Kira Johnson
Tayla Laing
Peter Short Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). "Classroom Management". Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). "Classroom Management".
Konza, D., Grainger, J., & Bradshaw, K. (2003). Classroom Management: A survival guide
Glasser, W. (1997). "Choice theory" and student success. Resources Glasser, W. (1997). "Choice Theory" and student success. The Education Digest, 63(3). 16 -21.

Konza, D., Grainger, J., & Bradshaw, K. (2003). Classroom Management: A survival guide (pp79-100). South Melbourne: Thomson/Social Science Press.

Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating positive learning environments (2nd ed.). South Melbourne: Cengage Learning. 7 Deadly Habits 7 Connecting Habits Criticizing

Blaming

Complaining

Nagging

Threatening

Punishing

Rewarding students
to control them Caring

Listening

Supporting

Contributing

Encouraging

Trusting

Befriending Explicit quality criteria Students watch a video and respond to it via worksheet and group discussion.

They are provided with a scenario and then get the CHOICE of how they respond to it.

They are set a homework task to reflect in a learning journal. Students are told at the start of the lesson what the goals/expectations are for the day.

Students are provided with detailed instructions on how to achieve top/middle standards in their own responses and what is expected. A basic example of engaging material and explicit quality criteria Johnny wakes up before school and his mum has already left for work. There isn’t any food in the house for him to have breakfast and his mum can’t afford school shoes so he has to wear the wrong ones. Once he gets to school, he is late and his teacher yells at him. Once he is seated, the teacher hands out their marked papers; he failed his maths test. The teacher then hands out a spelling test to be completed. Scenario A good role play of this scenario will address the following:

· Why doesn’t Johnny want to do his work?

· Which of Johnny’s needs are not being met?

· How should have the teacher responded to Johnny when he arrived at school?
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