rudolf dreikurs21
TRANSCRIPT
- 1. Rudolf Dreikurs ByDan MacdonaldandHannah Botsford
- 2. BACKGROUND
- Founder and the medical director of the Community Child Guidance Center of Chicago
- 3. Consultant in public schools
- 4. Influenced by social psychologist Alfred Adler
- 5. All Humans want to belong and be accepted by others.
- 6. All behavior, including misbehavior is orderly, purposeful and, directed toward achieving social approval
- 7. Theory
- Dreikurs suggested that a behavior is a result ofa individuals needs.
- 8. He also believed that our behavior and our choices are the result of our own biased interpretations of the world in front of us.
- 9. Human beings all have a need to belong and be accepted.
- 10. When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins.
- 11. All misbehavior is the result of a childs mistaken assumption about how to find a place and gain status.
- 12. Four Goal Types That Motivate Misbehavior Attention getting Power and control Revenge Helplessness or inadequacy
- 13. Attention Getting
- Most common goal for most children
- 14. Annoying in class
- 15. Distract their teachers
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- Show off
- 16. Lazy
- 17. Disruptive
- 18. Ask irrelevant questions
- Only function appropriately through teacher approval
- 19. When asked to stop, will comply but will start again later
- 20. Giving Attention Increases Misbehavior Instead
- Ignore the behavior, give the eye
- 21. Legitimizing the proper behavior: using another student with proper behavior, have the whole class join in the behavior
- 22. Doing the unexpected: turning out the lights, changing the voice, playing a musical sound
- 23. Distracting the student: ask a direct question
- 24. Noticing appropriate behavior: thank the students, write well-behaved students names on the board
- 25. Power and Control
- When children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers.
- 26. Teachers never win
- 27. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient.
- 28. When asked to stop, they become defiant, and increase negative behavior and challenge the adult.
- 29. Avoid putting pressure on children to make them behave appropriately
- 30. Revenge
- Student feels unable to gain attention or power.
- 31. Believes that others have deliberately tried to hurt them and attempts to get even.
- 32. Convinced that nobody likes them
- 33. If Im hurting, then I have the right to hurt others.
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- physically or psychologically.
- 34. Hits or kicks others
- 35. Destroys property.
- 36.
- Refuse the fight
- 37. Change the subject
- 38. Use time out
- 39. Establish consequences
- 40. Helplessness or Inadequacy
- Child has given up on the possibility of being a member of the group
- 41. This child wishes not to be seen
- 42. Wants to be left alone
- 43. Rejects social contact, refuses to try most educational demands
- 44. To Help
- Provide tutoring
- 45. Avoid criticism
- 46. Stress that making mistakes is okay
- 47. Build confidence
- 48. Acknowledging effort
- 49. How does a teacher understand the goal of the misbehaving
child?
- If the teacher feels annoyed, then the childs goal is attention getting.
- If the teacher feels beaten or intimidated, then the childs goal is power.
- If the teacher feels hurt, then the childs goal is revenge.
- If the teacher feels incapable, then the childs goal is helplessness.
- 50. PUNISHMENT
- Dreikurs does not believe in the use of punishment, reinforcement or praise.
- Natural and logical consequences
- Encouragement
- 51. Praise vs. Encouragement Encouragement
-
- Corresponds to childrens goals.
- 52. Focuses on effort rather than achievement
- 53. Positive feedback
- 54. Motivates them to continue trying
- 55. Acknowledgement of effort
- 56. Self
- 57. Message between equals
- 58. Stimulates cooperation
- 59. Stimulates helpfulness
-
- Focuses on the level of achievement.
- 60. Given for a completed achievement
- 61. Tells students they have satisfied the demands of others
- 62. Patronizing
- 63. Creates a superior position.
- 64. Stimulates competition
- 65. Stimulates selfishness
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- 66. Tips for Teachers
- Always speak in positive terms, never be negative
- 67. Be democratic rather than autocratic or permissive
- 68. Encourage students to strive for improvement, not perfection
- 69. Emphasize student strengths while minimizing weaknesses.
- 70. Help students learn from mistakes, which are valuable in learning
- 71. Encourage independence and the assumption of responsibility
- 72. Show faith in students, offer them help in overcoming the obstacles.
- 73. Encourage students to help each other
- 74. Be optimistic and enthusiastica positive outlook is contagious.
- 75. Use encouraging remarks such as, you have improved, can I help you?
- 76. 3 TYPES OF TEACHERS
- Autocratic
- Permissive
- Democratic
- 77. 3 TYPES OF TEACHERS
- Autocratic
- Permissive
- Democratic
- 78. Autocratic
- 79. Permissive
- 80. Democratic
- 81. PROS
- Students and teachers can learn how to communicate constructively.
- 82. Based largely on respect and learning about compromise and consequences
- 83. Students learn to be independent
- 84. They learn how to take responsibility for themselves and their actions
- 85. CONS
- Inexperienced teachers may have trouble identifying the different students and their motives
- 86. In a large classroom of 20 or more students, teachers cannot always have the time to determine the objectives of each student
- 87. Puts all the blame on the students.
- 88. Some situations can be misleading and not have a clear natural or logical consequence.
- 89. Questions or Comments?