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Redl & Wattenberg

Group Life and Classroom Discipline

Zachary Jones

on 26 June 2010

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Transcript of Redl & Wattenberg

Fritz Redl William Wattenberg Group Life and Classroom Discipline - Grew up in New York City
- Served in the US Army from
Key Theorist:
Fritz Redl & William Wattenberg Wattenberg was employed at a number of college
- Teachers College at Columbia University
- Northwestern University
- Wayne State University Writings
- Hygiene in Teaching (1959)
- The Adolescent Years (1955,1973)
- All Men Are Created Equal (1967) - Born in Austria in 1902
- Attended University of Vienna studying child analysis. Taught at University of Michigan, University of Chicago, and Wayne State University.
- Was chief of the Child Research branch of the National Institute of Mental Health. - Involved in group therapy projects focusing on children with behavioral problems.
- He believed that “problem” children could have changed behaviors through long term interaction with the child and correcting the child’s behavior through various methods.
- He believed no behavior problem should be considered a personality or character flaw - Born in 1911 Group Dynamics - What is Group Dynamics?
“group life in the classroom”
Groups have many characteristics
- People act differently in groups than they would as individuals
- Individuals assume roles when entering group
Leader, clown or entertainer, fall guy or blame taker, and instigator
- Group action becomes contagious throughout group members
- Groups will also break up because of this
- Redl and Wattenberg viewed the
“group” as an organism.
- Group behavior influences individual behavior just like individuals influence group behavior - Teachers maintain group control through various influence techniques
- Dealing with classroom conflict requires diagnostic thinking by the teacher. - How students perceive the teacher affects the group behavior - Groups create their own psychological aspect to influence individual behavior Supporting Self-Control
- Based on the idea that children control their actions and behavior
- This theory argues that misbehavior is a result of a child’s instinct and not necessarily a direct opposition to authority.
- Address behavioral problems before they become more serious.
- Low-keyed techniques – includes eye contact, close proximity, humor, encouraging, ignoring.
Reality Appraisal - Helps students to understand whether their actions are determined by logic and conscious decision or by fear or prejudice.
- Teachers use this technique to help students understand possible causes of their misbehavior and the consequences that arise because of their misbehavior.
- “Tell it like it is”
- Technique includes: encouraging the student, setting limits, following up with the student.
Pleasure-Pain Principle Rewarding good behavior and punishing bad behavior
- internal
- Punishment should be seen as last result
- Punishment is viewed as counter productive
- Punishment aspect does not justify beatings or lashing out at a student, or any sort of revenge or grudge.
- Rewards are much better received.
- Rewards should be positive experiences and feelings.
Situational Assistance - If a student has lost his or her self control, a teacher steps in to help student regain control.
- This is the more hands-on approach that is implemented into most classrooms.
- Examples:
- Help students over a hurdle when they get stuck
- Restructure the situation if it is too difficult
- Establish routines
- Remove a student from a situation if he cannot behave
- Remove certain objects from the room that will cause misbehavior
- Use physical restraint as last resort and only if necessary.
Roles of Students - Leader
- Clowns or Entertainers
- Fall Guys
- Instigators
By choosing a role, the student finds their place within the group. Students desire to be a part of the “organism.”
Role of Teacher The roles that students take within a group are influenced by what role they see their teacher taking. Teachers will fill many different roles depending on which student is perceiving them.
- Representatives of society
- Judges
- Ego supporters
- Referees
- Models
- Friends
- Surrogate Parents
- Source of Knowledge
Bibliography Manning, M. L., & Bucher, K. (2007). Classroom Management: Models, Applications, and Cases (2nd Edition ed.). Upper Saddle River, New Jersey: Pearson Education, Inc..
The Redl & Wattenberg Model. (n.d.). TeacherMatters. Retrieved June 23, 2010, from www.teachermatters.com/index.php?option=com_content&view=article&id=10:redl-wattenberg&catid=4:models-of-discipline&Itemid=4
Manning, M. L., & Bucher, K. (n.d.). Exploring the foundations of middle school classroom management | Childhood Education | Find Articles at BNET. Find Articles at BNET | News Articles, Magazine Back Issues & Reference Articles on All Topics. Retrieved June 23, 2010, from http://findarticles.com/p/articles/mi_qa3614/is_200101/ai_n8952054/
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