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Redl & Wattenberg

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Catherine Smith

on 21 January 2013

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Transcript of Redl & Wattenberg

Model Redl & Wattenberg ; Who are these guys? Specialists in Human Behavior and Educational Psychology from Wayne State University
Researched Group Theory, Group Dynamics, and Classroom discipline
Published their ideas in "Mental Hygiene in Teaching" (1951) The group works as an "organism"






Members act a particular way because of the group. Vice versa, the group functions a certain way because of the members that belong to it Where do I come in? Teacher's Roles Key Ideas 1. Group Dynamics
2. Teacher's role in maintaining group control People in groups behave DIFFERENTLY than they do individually. Roles of Individuals in the Classroom Every student falls into one of these categories. Leader
Clowns
Fall Guys
Instigators Leaders Above average
Best keeps in mind group ideals
Leaders teacher appoints are not always a group's natural leader, which can cause conflict. Clowns Entertainer of the group
Can help OR hinder group
Not the same as "class clown" Fall Guys Take blame and punishment
"Ineptness or mistakes ca be blamed for most failures," (Redl & Wattenberg)
As teacher, you must be aware of the idea of a "fall guy" so you do not falsely blame the wrong student for misbehavior Instigators Cause trouble
Seem to not be involved
This role should be discouraged in the group Conclusions about Group Dynamics All INDIVIDUALS find a place in the group in order to become a functioning part of the ORGANISM.


Children take on roles in groups in order to fulfill their own personal needs When implied rules of a group are not followed, it is the role of the teachers to take care of these conflicts. Teacher's Roles Teachers take on different roles depending on the student's individual and group needs.

Teachers must be able to identify individual/group needs and find a role to fulfill them.

Teachers should be steady and consistent in fulfilling these roles.

Depending on how teachers wish to relate to students, they must choose if they want to avoid certain roles or take on others. 1. Representatives of society
2. Judges
3. Source of knowledge
4. Helpers in Learning
5. Referees
6. Detectives
7. Models
8. Caretakers
9. Ego Supporters
10. Group Leaders
11. Surrogate Parents
12. Targets for hostility
13. Friends and confidants
14. Objects of affection Diagnostic Thinking 1. Forming a first hunch

2. Gathering facts

3. Applying hidden factors

4. Taking action

5. Being flexible. If conflict arises in the classroom, the teacher must employ diagnostic thinking: Ways for Teachers to Maintain Group Control supporting self control

offering situational assistance

appraising reality

invoking pleasure and pain Self-control Supporting Self Control These techniques are low-key

The teacher addresses the problem before it becomes serious

Examples: Eye contact, proximity, humor, encouragement, contact Offering Situational Assistance Needed when students cannot re-gain self-control without the teacher

Techniques: Restructuring schedule, establishing routines, removing a student from the situation Appraising Reality Help students understand why they are misbehaving and look ahead to see consequences of their misbehavior

Techniques: "Tell it like it is," Set limits, offer encouragement Pleasure/Pain Techniques Good behavior is rewarded, Bad behavior is punished

Punishment should be an absolute last resort because it is often counter productive Sources Adrius, J. (2013). The Redl & Wattenberg Discipline Model. Teacher Matters. Retrieved from http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-redl-a-wattenberg-model.html.

Burden, P.R. (1995). Classroom Management and Discipline. USA: Longman Publishers.

Feigen, T. (2010). The Redl and Wattenberg Model. SEED 471: Secondary Classroom Management (Class Wiki). Retrieved from http://seed471fall2010.wikispaces.com/The+Redl+and+Wattenberg+Model

Redl, F., Wattenberg, W. (1951). Mental Hygiene in Teaching. 2nd Ed. New York: Harcourt, Brace, and Company.



Dealing with classroom conflict Jenny, in Ms. P’s class, is quite submissive. She never disrupts class and does little socializing with other students. But despite Ms. P’s best efforts, Jenny rarely completes an assignment. She doesn't seem to care. She is simply there putting forth virtually no effort.



How would Redl and Wattenberg deal with Jenny?

Go through the DIAGNOSTIC THINKING process

Some important questions:

1. What is the motivation behind the misbehavior?

2. How is the class reacting?

•3. Is the misbehavior related to the interaction with me?

4. How will the students react when corrected?

5. How will the correction affect future behavior?

6. What approach would you use? Diagnostic Thinking Form into three groups of four with the people around you.


Use diagnostic thinking to solve this problem! Group Roles Ms. Smith's class is separated into groups of 5. Each group is working as they should be- besides one group in the corner. Timothy, Michael, Michelle, John, and Kristy are talking too loudly and are not on the right topic. As Ms. Smith watches, she sees Kristy trying to get people on track and working again. Timothy is looking at the picture in the book and making connections with jokes pertaining to himself. Michael is turning the pages for Timothy and showing him pictures, but isn’t doing any of the talking himself. Michelle is working with Kristy and telling people to go to the right page, until Ms. Smith turns her back. At that point, Michelle starts laughing and playing in her book too. John is laughing with the group but no one is paying attention to him.

When Ms. Smith walks over to confront the situation, all the students become silent. She asks what they are doing currently, and what it is they are supposed to be doing for the assignment. Michelle and Kristy say they are trying to work and get everyone else to work too. Timothy says he was looking at the pictures first before reading, while Michael says he is doing nothing wrong and is trying to work. John says “ It was my fault. I started laughing at one of the pictures and I wanted Timothy to see it too.” Ms. Smith corrected the behavior of all the students and Kristy lead the group to continue working. In your groups, decide which role each student fits into according to what you've learned about group dynamics. Does every student have a place? Let's explore it together!
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