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Unfulfulled Needs & Misbehavior

Balancing Needs

Boss-Management Vs. Lead-Management

The Pictures In Our Head

Instead of taking the role of a Boss and have students adjust to the job the teacher defines, lead and facilitate to achieve high quality product.

Unfulfilled needs can result in misbehaviour.

(Need for Love)

Pupils can take drastic measures to gain attention.

However, this will result in lesser acceptance by others, especially if these measures are disruptive.

(Need for Control)

When teachers are too controlling, students may become rebellious. Teachers will feel that they are not responsible enough to use their freedom wisely, hence further increase their control, and causes more rebellion misbehavior.

Conclusion

Needs should be recognised and satisfied before patterns of inappropriate behavior develop. Teacher can avoid these problems by discerning children's needs and by helping them satisfy their needs legitimately.

Lead-Management

Boss-Management

The Quality School Program

Teachers are facilitators and routinely solicits student opinion.

Overemphasis of one need may result in other needs being deprived.

All children have needs for control and freedom.

One’s domineering need for control may deprive others of chances to satisfy their needs for control and freedom.

Conclusion:

Glasser states that it is important to teach children to balance their needs as well as others because self-centeredness may result in them losing all opportunities to satisfy all their needs (when they lose their friendship).

Example (Teachers’ Pictures VS Pupils’ Pictures)

Teachers expect students to sit quietly in class, turn in all work, pay attention, study ard and write excellent papers.

Students expect teachers to let them out early for recess, never give out homework and provide treats and parties.

Conclusion

It is rarely possible that we can change each others’ behaviour, but we can change the pictures in our heads.

  • Dictates what the students learn

  • Accepts work that meets minimum criteria.

  • Uses Coercion, when students resist.

Lead-Management

Any experience students have that consistently satisfy their basic needs.

Fits learning task to the skills of the students and makes clear that there will be consequences for everything.

Lead-Management

Provide student with a model to compare and to improve their work, producing work of higher quality.

  • Defines a process that adds quality to their life through learning
  • Teachers' depth of content knowledge motivates students
  • Teachers work as hard as students

Basic Human Needs

The Connecting Place

Choice Theory

Conflicts in Satisfying Needs for Control

  • Love: Children need to be told that they are loved for just who they are.

  • Control: Teachers assume pupils are not sensible enough to gain control and thus refuse to allow pupils to take charge, which results in rebellion and teachers becoming more controlling.

  • Freedom: .Teacher's controlling behavior threatens the ability for students to maintain personal power, which is essential for them. Their irresponsible behavior is often just a reaction to control by teachers.Teachers need to provide more affection and interactions before it felt necessary to confirm the children's control over the teacher.

  • Fun: Pupils’ needs for fun is usually more than what teachers can accept. Thus, school is rarely fun and tasks become forced drudgeries.

A place staffed with qualified personnel that may be able to help students when they gets too disruptive.

We always have control over what we do, even when we behave destructively. When you strive to satisfy your own needs for control, you deprive others of their sense of personal control. As a result, deprive yourself of love and acceptance by others.

Conclusion

It is important to balance between satisfying your needs and others needs as well. It is difficult to satisfy the needs of pupils in the current school context and unless there is a radical restructuring of schools to meets their needs, discipline and bad behaviour problems will continue to be an issue in most schools.

Disruption in classes can be eliminated by the seven connecting habits that builds positive relationships

Quality School

Caring

Listening

Supporting

Contributing

Student

Teacher

Encouraging

Trusting

  • Basic Human Needs

  • Balancing Needs

  • Unfulfilled Needs and Misbehaviour

  • The Pictures in our Head

  • Conflicts in satisfying Needs for Control

  • Teaching Control Theory to Students

Befriending

  • Boss-Management Vs. Lead-Management

  • The Quality School Program

  • The Connecting place

Teaching Choice Theory to Students

5 Steps for Class Discussion

  • To help pupils understand the reason behind their behavior.

  • To help pupils see that these behaviours can be results of unfulfilled needs.

  • To help pupils learn other techniques they can employ to satisfy their needs.

  • To help pupils see the different pictures each individual has and thus the conflicts that may follow suit.

  • To help pupils know the importance of balancing needs in order not to jeopardise their relationships.

Chapter 8

1. Goals of instruction

Students guided to make informed decisions about curriculum. Purpose is to promote student ownership.

2. Classroom rules

Rules are set by students with goal-achievement and impediments avoidance in mind. Students are better served by rules they create themselves within the context of selecting their own learning activities.

3. Classroom Operations

Letting students come up with procedures to facilitate learning helps students to improve the climate of the class.

4. Commitment

Class is to accept the goals, rules, procedures or to reconsider before accepting.

5. Consequences

Students to be guided to decide on consequences should there be infractions to the rules..

Reality Therapy/ Choice Theory

WILLIAM GLASSER

Preventing Discipline Problems

Identifying inappropriate behaviour

  • Students will often blame others for their bad behaviour.

  • Avoid the conflict of “who started it”. Do ask them what is their own role in that situation.

  • Do not identify the behaviour for them. Direct students to state what they have done --> Ownership.

Identifying Consequences

Cooperative learning in discipline

  • Questions should be specific and contain clues to what you wish to discuss with the student.

  • Allow students to formulate consequences by themselves.

Unacceptable Behaviours

  • Social-problem-solving meetings

Class to come together to discuss and set up expectations and behavior.

  • Open-ended meeting

Students to raise questions about classroom situation during a session.

  • Educational diagnosis meeting

Student self-reflection and evaluate their own educational experience.

Corrective approach to inappropriate behaviours

Glasser advocates students to be grouped in teams of 2 to 5 of varying levels of achievement for long-term projects to better satisfy pupils’ learning needs.

Several benefits include:

  • Providing students a sense of belonging
  • Team members abilities support each other
  • Students gain a sense of independence from the teacher
  • Improving students’ self-evaluation
  • Obtaining deeper subject understanding within teams

Making Value Judgements

  • Identifying inappropriate behaviours

  • Identifying consequences

  • Making value judgement

  • Creating a plan to eliminate inappropriate behaviour

  • Students do not know what to do next after formulating consequences.

  • Do ask them whether they want the consequences to occur and if their behaviour was inappropriate.

  • Have students make a statement about all consequences collectively to increase the chances of a responsible response.

Leadership in School

Teaching and Managing Learners

  • Believes schools no longer should follow boss-management.

  • Suggests lead-management to create a more conducive atmosphere in which students can better satisfy their learning needs.

  • Principals need to anticipate good behaviours from students when giving more autonomy.

  • Students to learn how to create their own rules, police them and eventually lead them for higher level of learning.

Create a plan

Quality communities and schools

  • Student will be hesitate in developing his plan to eliminate his behaviour with which they have found some satisfaction in the past.

  • Provide clues and suggest possible plans. Be specific in developing the plan.

  • Success depends on teacher’s POSITIVE relationship with student

  • Do not insist on talking with student if he is in a state of anger

Glasser established the William Glasser Institute to promote his theories to not only schools but also to communities.

Success story: Apollo High School

  • Students were taught choice theories and practised exclusively.
  • Vandalism and behaviour problems were kept to a minimal.
  • The students even reached out to community through Community Service Programs.

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