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Rudolf Dreikurs: Logical Sequences Discipline Model
Transcript of Rudolf Dreikurs: Logical Sequences Discipline Model
2) Confront the mistaken goal & implement logical consequences
3) Do not engage in power struggles by withdrawing as a authority figure
4) Re-direct student's mistaken goal of power as some other leadership/directive role
5) Encourage students to display inadequacy by awarding/giving praise and giving support for minimal efforts - Classroom Management According to Rudolf Dreikur While Dreikur's use of logical consequences in an important factor in Dreikur's model, the true strength of this philosophy is in preventing misbehavior through.... -Prevention of misbehavior based on developing positive relationships with students so that they can attain their genuine goal of recognition and feel accepted to avoid engaging in the hierarchy of mistaken goals and develop sense of self-discipline. -Student behavior is based on the human need for social recognition and acceptance.
-Students want to feel they have value and to feel they can contribute to the classroom
-When this need is not met, students participate misbehavior. Dreikur's Model for Classroom Management
Logical Consequences Discipline Model "Human beings all have a need to belong and be accepted. The combination of our
human need for acceptance and our biased human perceptions sometimes helps to create
distortions in our relationships with others." (Logical Consequences, Dreikurs, 1990) When students are not able to gain their genuine goal of belonging they turn to a series of mistaken goals In order of increasing difficulty to manage and counter... Mistaken Goals & Associated Misbehavior
1. Attention -------> Attention-seeking behaviors towards peers & teacher
2. Power--------> Student engages teacher in power struggles--refuses to follow teacher's instructions & requests
3. Revenge---------> Focus on issues of fairness and attempts to exact revenge--defacing property, spreading lies, or cheating
4. Inadequacy--------> Simply gives up and disengages completely--withdraws from all classroom activities Methods for Dealing with Mistaken Goals: (http://rachelevangelinjames.blogspot.com/2011_05_01_archive.html) -Logical Consequence: consequences that have a clear and logical connection to the misbehavior and have been discussed and agreed upon with the student prior to being implemented. (Models of Classroom Management) Ex: Student who disrupts others in the classroom will be isolated from the group until the student chooses to appropriately participate. Ex: Rather than engaging in a power struggle with a student who refuses to take off his headphones and "putting him in his place", engage in a conversation with the student after class and discuss the inappropriateness of his behavior. A logical consequence could be that the student must stay in during lunch for the amount of time that he missed class time because he was wearing headphones. -Shared Responsibilities: Both students & teachers involved in decision making process and together decide on limits for behavior and what logical consequences should be implemented------->gives students sense of understanding regarding reasons for rules and consequences. -Emphasized implementing words of encouragement to convey respect and recognition of student's abilities versus praise which is only given after a task is done well. Ex: "Excellent first try, I can see you are working really hard." vs "What a great job you did on your homework." Democratic Teaching = Focus on constructive behavior rather than coercive discipline. -Again ultimate goal of logistical consequences and democratic teaching is to develop a sense of self-respect and self-discipline in students not only in the classroom, but to be used in the greater society as well. Literature Cited http://www.calstatela.edu/faculty/jshindl/cm/Dreikurs%20abstract.htm
Dreikurs, Rudolf, Bernice Bronia Grunwald, and Floy Pepper. Maintaining Sanity in the Classroom : Classroom Management Techniques. New York: Harper & Row, 1982.
Dreikurs, Rudolf, and Loren Grey. Logical Consequences: A Handbook of Discipline. New York: Meredith Press, 1968.
Malmgren, Kimber W, Beverly J Trezek, and Peter V Paul. "Models of Classroom Management as Applied to the Secondary Classroom." The Clearing House, 79.1 (2005): 36-39.Turabian / Chicago