These studies provide methods and strategies for dealing with the four goals of misbehavior: Attention Getting, Revenge, Power and Control, and Helplessness and Inadequacy. While each strategy may be modified for the secondary classroom, Dreikurs primary focus was behavior management at the elementary level. The authors have given examples for elementary, junior high or middle school, and high school levels. Elementary Case Study Bessie is repeating the third grade. Her learning rate is probably low.

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Rules[ edit ] I will have three rules for my classroom. They have three schoolwide rules, which are as follows: Be respectful. Be responsible. Be safe. I like these rules for a couple of reasons. First, they are not a list of things students are not allowed to do. Instead, they are a list of things students should be. That kind of language is more positive in nature and, in my experience, resonates better with the younger generation.

Secondly, the rules are broad but not vague. When these rules got introduced, all of the students in the school were assigned worksheets to complete, showing they know what types of actions are and are not respectful, responsible, or safe.

Upon seeing my students respond to these, I have no doubt in my mind that these rules are clear and meaningful to them. We will explore the four goals a student may have later in the section about specific problem behaviors. In any case, this is done by analyzing how you as the teacher feel when the child displays the misbehavior, how you as the teacher may have responded in the past, and how the child responded to your previous attempts to correct the behavior [5].

He begins to recognize what he was up to" [6]. Instead, the student will likely not do well on the test, which is a natural consequence that makes sense to the student. In the case of a student goofing around with a Bunsen burner, though, it may not be safe to let the student face the natural consequence. So, the teacher should use wise judgement to determine if the natural consequence of an action is safe.

Logical Consequence[ edit ] In the case that recognizing their behavior and facing the natural consequence does not defer the student from repeating the behavior, the student should face a logical consequence [8]. In the example brought up earlier of a student not studying then doing poorly, a logical consequence would be the teacher making that student fill out a short worksheet that requires them to properly explain the material they missed on the test.

This consequence is related because the worksheet deals with content from the test that the student missed. It is respectful because in having the student complete the worksheet, the teacher is demonstrating that he believes the student can understand the content. Dreikurs, Dealing with each of the goals on a day-to-day manner will be expounded upon in the section about specific problem behaviors. Preventative Measures[ edit ] My absolute number one, most important preventative measure is building relationships with students so that I can encourage them and help them meet their social needs.

This list includes items such as greeting each student every day, calling students by name frequently, knowing your students and building on their strengths, and more. More importantly than lining up with scholarly research, I believe that this idea of building relationships to prevent problems is Biblical. In 1 Thessalonians chapter five, Paul is writing to the Church in Thessalonica about avoiding "the darkness" and "the night," which are terms he is using to refer to unwise and unholy behavior.

Paul states in verse ten that Jesus died for us so that we can live together with Him, away from the darkness. In order to do this, Paul instructs us in verse eleven to, "Therefore encourage one another and build each other up" ESV. While this is technically in the context of Church members keeping each other from falling and acting unrighteously, the basic principle is the same as my strategy for preventing problem behaviors in the classroom: know your students so you can help meet their social needs by making them feel like they belong and encouraging them just as Church members are called to encourage one another.

Secondly, students may be attempting to gain or display power and superiority over the teacher. Third, the student may be trying to get revenge. Finally, the student may be displaying either real or imagined inadequacy in order to get out of participating or doing work. Dreikurs gives pretty clear advice in responding to students who are seeking attention. He says, "a child who has tried to attract attention by destructive methods should be given opportunities to get special praise and recognition for useful efforts and accomplishment" [17].

Essentially, the way to handle attention seeking students is by ignoring any means through which the student tries to get attention that are disruptive and praise the student for his or her positive, constructive actions.

In doing this, Dreikurs argues, the student will learn to seek attention through accomplishment rather than by creating distractions. These are the students who seemingly have no respect for the teacher. They are willing to start contests of power to show that the teacher does not deserve respect. Pulling a student off his high horse will only increase these negative feelings that are motivating him. So instead of displaying power over the student, the teacher should talk to the student privately and admit defeat.

If the teacher can then get the student to realize the many difficulties teachers face, the student may realize that he has it in his power to help the teacher. If nothing else, Dreikurs argues that admitting defeat to a student disarms them because an uncontested fight for power proves nothing [19].

In this case, that means making the student believe he can be and is loved. This is how normal-to-smart kids get labeled as having a learning disability.

He simply restates that the teacher must have a friendship with the student, then turn that friendly attitude into "constructive actions" [23]. He does give a little more solid advice in his book, Discipline Without Tears. He says that "Every possible attempt should be made to make the discouraged child feel worthwhile" [24]. Essentially, Dreikurs is saying here that the way to get a student to believe in himself is by believing in him and not giving up on him.

Conclusion[ edit ] In conclusion, the way a teacher should respond to student misbehavior is counter to what may feel natural. In a roundabout way it makes sense, though. Students spend a lot of time around their teachers. If they have a strong desire for attention or power, they have a considerable amount of time to practice getting those things from their teachers.

So, if a student is misbehaving in order to make a teacher feel or act a certain way, that teacher should probably not act that way. A new approach to discipline: Logical consequences. Discipline Without Tears Revised ed. Journal of Humanistic Counseling. Maintaining sanity in the classroom: Illustrating teaching techniques. Fundamentals of Adlerian psychology. New York: Penguin. Psychology in the Classroom 2nd ed.

Phi Delta Kappan. Teaching Science. Classroom strategies for the teacher. May Journal of Abnormal Child Psychology. This article "Dreikurs theory for classroom management" is from Wikipedia.


Rudolf Dreikurs

Tomuro Driekurs explained the successful strategy of using humor to win the class over to his side. Logical Consequences Psychology in the Classroom: A child who seeks revenge is really hoping to find love. From Wikipedia, the free encyclopedia. When we choose how to behave, we almost never have all the facts we need to make adequate choices. Though it was not a logical consequence according to Dreikurs, it sure did prevent me from misbehaving in Mr. Dreikurs did not believe in the use of punishment, reinforcement or praise.


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