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Chapter 8: Reality Therapy/ Choice Theory

WILLIAM GLASSER
by

Denise Yap

on 9 September 2013

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Transcript of Chapter 8: Reality Therapy/ Choice Theory

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.

Teaching and Managing Learners
Unacceptable Behaviours
Corrective approach to inappropriate behaviours
Choice Theory
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
Quality School
Boss-Management Vs. Lead-Management

The Quality School Program

The Connecting place
Preventing Discipline Problems
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.

WILLIAM GLASSER
Reality Therapy/ Choice Theory
Chapter 8
Identifying inappropriate behaviours

Identifying consequences

Making value judgement

Creating a plan to eliminate inappropriate behaviour
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.

Making Value Judgements

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.
Identifying Consequences


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

Allow students to formulate consequences by themselves.

Create a plan

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


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.
Basic Human Needs
Balancing Needs
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).

Unfulfulled Needs & Misbehavior
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.
The Pictures In Our Head

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.

Teaching Choice Theory to Students

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.

Conflicts in Satisfying Needs for Control
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.

Boss-Management Vs. Lead-Management
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.
Boss-Management
Dictates what the students learn

Accepts work that meets minimum criteria.

Uses Coercion, when students resist.
Lead-Management
Fits learning task to the skills of the students and makes clear that there will be consequences for everything.
Lead-Management
Teachers are facilitators and routinely solicits student opinion.
Lead-Management
Provide student with a model to compare and to improve their work, producing work of higher quality.
Cooperative learning in discipline
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

5 Steps for Class Discussion
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..

Quality communities and schools
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.

Leadership in School
The Connecting Place
The Quality School Program
Any experience students have that consistently satisfy their basic needs.
Defines a process that adds quality to their life through learning
Teachers' depth of content knowledge motivates students
Teachers work as hard as students
A place staffed with qualified personnel that may be able to help students when they gets too disruptive.
Disruption in classes can be eliminated by the seven connecting habits that builds positive relationships
Teacher
Student
Caring
Listening
Supporting
Contributing
Encouraging
Trusting
Befriending
Full transcript