Rudolph DreikursRudolph Dreikurs

1897-19721897-1972

Rudolph DreikursRudolph DreikursConcepts of Classroom ManagementConcepts of Classroom Management

I.I. BackgroundBackground

II.II. Democratic TeachingDemocratic Teaching

III.III. Mistaken GoalsMistaken Goals

IV.IV. Logical ConsequencesLogical Consequences

V.V. EncouragementEncouragement

Dreikurs: Background Dreikurs: Background InformationInformation

• Born in Vienna, Austria in Born in Vienna, Austria in 18971897• Emigrated to U.S. in 1937 Emigrated to U.S. in 1937 • Became director of Alfred Adler Institute Became director of Alfred Adler Institute

in Chicagoin Chicago• Founder & medical director of Founder & medical director of

Community Child Guidance Center of Community Child Guidance Center of ChicagoChicago

Fundamentals of Adlerian Fundamentals of Adlerian PsychologyPsychology

Establishing connection to self and Establishing connection to self and communitycommunityCreating unique long term goalsCreating unique long term goalsAll behavior has social meaning and All behavior has social meaning and purposepurposeSocial interpretation of defense Social interpretation of defense mechanismsmechanisms

Democratic TeachingDemocratic Teaching

What is Democratic Teaching?What is Democratic Teaching?

CharacteristicsCharacteristics

Autocrat vs. DemocratAutocrat vs. Democrat

What is Democratic What is Democratic Teaching?Teaching?

Democratic teaching is a teaching style Democratic teaching is a teaching style where:where:– The teacher acts as a responsible The teacher acts as a responsible

guideguide– The teacher believes quiet action is The teacher believes quiet action is

more effective than wordsmore effective than words– The teacher’s way of disciplining is The teacher’s way of disciplining is

based on mutual respectbased on mutual respect

CharacteristicsCharacteristicsFriendly but firmFriendly but firm

Work is well plannedWork is well planned

Respect by listeningRespect by listening

Always encouragingAlways encouraging

Encourages group workEncourages group work

Involve students in classroom Involve students in classroom responsibilitiesresponsibilities

Sincere but have a natural sense of humorSincere but have a natural sense of humor

Democrat Vs. AutocratDemocrat Vs. AutocratDemocratDemocrat– LeaderLeader– InvitationInvitation– InfluenceInfluence– Sell IdeasSell Ideas– EncouragementEncouragement– TeamTeam

– AutocratAutocrat

BossBoss

CommandCommand

PowerPower

Impose IdeasImpose Ideas

CriticismCriticism

One personOne person

4 Mistaken Goals4 Mistaken Goals

Attention GettingAttention Getting

Power SeekingPower Seeking

RevengeRevenge

Feelings of Feelings of InadequacyInadequacy

Attention GettingAttention Getting

Student Feels Student Feels InsignificantInsignificant

Misbehaves for Misbehaves for AttentionAttention

Teacher’s Emotion Teacher’s Emotion = Annoyed= Annoyed

Power SeekingPower Seeking

Student Feels Student Feels PowerlessPowerless

Defies the TeacherDefies the Teacher

Teacher’s Emotion Teacher’s Emotion = Threatened= Threatened

RevengeRevenge

Student Feels Student Feels Wrongly Wrongly Disciplined or Disciplined or EmbarrassedEmbarrassed

Becomes Becomes Outwardly HostileOutwardly Hostile

May Intentionally May Intentionally Hurt OthersHurt Others

Teacher’s Emotion Teacher’s Emotion = Hurt= Hurt

Feelings of InadequacyFeelings of Inadequacy

Student Feels Student Feels Hopeless and InferiorHopeless and Inferior

Gives Up and Avoids Gives Up and Avoids OthersOthers

Teacher’s Emotion = Teacher’s Emotion = DiscouragedDiscouraged

Logical ConsequencesLogical Consequences

Key Tenet:Key Tenet:

Children should be given a choice rather Children should be given a choice rather than forced to behave as directed.than forced to behave as directed.

Logical consequences must be explained, Logical consequences must be explained, understood, and agreed upon by the understood, and agreed upon by the students.students.

Logical consequences are contrived and Logical consequences are contrived and then applied as necessary to influence then applied as necessary to influence students’ behavior.students’ behavior.

Logical Consequences ≠ Logical Consequences ≠ PunishmentPunishment

Logical Consequences ≠ Natural Logical Consequences ≠ Natural ConsequencesConsequences

EncouragementEncouragement

Encouragement boosts self-esteem Encouragement boosts self-esteem and confidenceand confidence

Express faith, promote “security”Express faith, promote “security”

High expectations enhance High expectations enhance encouragementencouragement

Encouragement more than praiseEncouragement more than praise

PraisePraise

You are always on time.You are always on time.

I'm so proud of your I'm so proud of your artwork.artwork.

You are the best helper I You are the best helper I ever had.ever had.

EncouragementEncouragement

You sure make an effort to You sure make an effort to be on time.be on time.

It is nice to see that you It is nice to see that you enjoy art.enjoy art.

The room looks very neat The room looks very neat since you straightened the since you straightened the bookshelves.bookshelves.

Praise can become source of self-worthUse encouragement to recognize effort, rather than praise to reward accomplishment.

Methods of EncouragementMethods of Encouragement

Show faith in the childShow faith in the child Teacher’s faith will promote child’s faith in selfTeacher’s faith will promote child’s faith in self

Create self-confidence, build self-respectCreate self-confidence, build self-respect Challenging tasks: “I know you can do it”Challenging tasks: “I know you can do it”

Utilize and integrate the groupUtilize and integrate the group Address individual differences to find place for Address individual differences to find place for

each child in groupeach child in groupRecognize strengths and assetsRecognize strengths and assets Avoid focusing on mistakes, seek out strengths Avoid focusing on mistakes, seek out strengths

to build relationshipto build relationship

AdvantagesAdvantages

Promotes trust, respect, and communication Promotes trust, respect, and communication among teachers and studentsamong teachers and students

Fair discipline through logical consequences Fair discipline through logical consequences helps students understand their behavior and helps students understand their behavior and teaches correct behavior teaches correct behavior

Understanding student behavior contributes to Understanding student behavior contributes to safer schools and a caring classroom safer schools and a caring classroom environmentenvironment

Promotes autonomyPromotes autonomy

DisadvantagesDisadvantages

Difficulty determining motives of studentsDifficulty determining motives of students Difficult to come up with logical consequences Difficult to come up with logical consequences

on the spoton the spot Autocratic or permissive teachers may not Autocratic or permissive teachers may not

accept democratic perspectivesaccept democratic perspectives Students may not understand goals and rules as Students may not understand goals and rules as

the teacher doesthe teacher does Problems communicating desired outcomes with Problems communicating desired outcomes with

studentsstudents

BibliographyBibliography1.1. Alfred Adler Institute of San Francisco. Basic Principles of Classical Adlerian Alfred Adler Institute of San Francisco. Basic Principles of Classical Adlerian

Psychology. Retrieved on Jan 22, 2004 from Psychology. Retrieved on Jan 22, 2004 from <http://ourworld.compuserve.com/homepages/hstein/principl.htm><http://ourworld.compuserve.com/homepages/hstein/principl.htm>

2.2. Carson, R. N. 1996. Reaction to Presidential Address of Ronald Butchart. Carson, R. N. 1996. Reaction to Presidential Address of Ronald Butchart. American Educational Studies,American Educational Studies, 27:207-216. 27:207-216.

3.3. Dinkmeyer, D. and Dreikurs, R. 1963. Dinkmeyer, D. and Dreikurs, R. 1963. Encouraging children to learn: the Encouraging children to learn: the encouragement processencouragement process. Englewood Cliffs, NJ. Prentice-Hall.. Englewood Cliffs, NJ. Prentice-Hall.

4.4. Dreikurs, R. 1957. Dreikurs, R. 1957. Psychology in the classroom: a manual for teachersPsychology in the classroom: a manual for teachers. New . New York , NY. Harper & Row.York , NY. Harper & Row.

5.5. Dreikurs, R. and Cassel, P. 1972. Dreikurs, R. and Cassel, P. 1972. Discipline without tearsDiscipline without tears. New York, NY. . New York, NY. Hawthorn Books.Hawthorn Books.

6.6. Dreikurs, R., Grunwald, B. B. and Pepper, F. C. 1971. Dreikurs, R., Grunwald, B. B. and Pepper, F. C. 1971. Maintaining sanity in the Maintaining sanity in the classroomclassroom. New York , NY. Harper & Row. Retrieved on Jan 24, 2004 from . New York , NY. Harper & Row. Retrieved on Jan 24, 2004 from <http://www.noogenesis.com/malama/encouragement.html><http://www.noogenesis.com/malama/encouragement.html>

7.7. Edwards, C. H. 1993. Edwards, C. H. 1993. Classroom Discipline and ManagementClassroom Discipline and Management. New York , NY. . New York , NY. Macmillan.Macmillan.

8.8. Jones, V. F. 1995. Jones, V. F. 1995. Comprehensive Classroom ManagementComprehensive Classroom Management. Boston, MA. Allyn . Boston, MA. Allyn & Bacon.& Bacon.

9.9. Manning, M. L. and Bucher, K. T. 2003. Manning, M. L. and Bucher, K. T. 2003. Classroom management: models, Classroom management: models, applications, and casesapplications, and cases. Upper Saddle River, NJ. Prentice Hall.. Upper Saddle River, NJ. Prentice Hall.

10.10. Wolfgang, C. H. 1986. Wolfgang, C. H. 1986. Solving Discipline ProblemsSolving Discipline Problems. Boston, MA. Allyn & Bacon.. Boston, MA. Allyn & Bacon.