theory of democratic teaching
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THEORIESOFDEMOCRATICTEACHING
(RUDOLFDREIKURS)
By
Gabriel Lance Anak Maling
Muhammad Farid Akmal Bin Adam
Muhammad Nazmi Bin Salim
Richard Rao a/l SoorianarayananWan Hakimi Bin W Hamzah
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BIOGRAPHICALINFORMATIONRUDOLF
DREIKURS
Born in Vienna, Austria in 1897
Graduated from medical school at the University of
Vienna
Moved to Chicago in 1939 and studied underpsychiatrist Adler
Adler believed that that all humans wanted to
belong and be accepted by others
Died in 25th
May 1972
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THEORYOFMISBEHAVIOR
Students misbehave in order to seek attention,
power, revenge or sympathy
Not necessarily aware of the reasons for their
misbehavior
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Dreikurs states that "his goal may occasionally vary
with the circumstances: he may act to attract
attention at one moment, and assert his power or
seek revenge at another" (Dreikurs, 1968 in Kohn,
2006).
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ATTENTIONANDPOWER
Attention seeker
get up during class frequently, disrupt other students,
blurt out answers or ask repeated questions.
teacher should decide when to give attentione.g. read
out loud, class demonstrations, present information toclass
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Power seeker
Challenge authoritye.g. might call teacher names to
be respected by peers
Dont enter a power struggle! Keep cool. It helps to say
to yourself Im in charge here
Make them discussion leaders, run errands, role
playing, monitor other students during field trips
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REVENGEANDSYMPATHY
Revenge seeker May ridicule or taunt in order to humiliate the teacher,
will expect you to get flustered and defensive
Respond with humor and demonstrate that you
understand and care
build a relationship with the student, let the students seeyou as a humane person, positive attention reduces the
urge for revenge
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Sympathy seekers
Students avoid work, complain and always ask for help
Dont pity, sympathize or criticize
Make sure the assignment is at the proper level, use
praise, prompt and leave strategy
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DEMOCRATICCLASSROOM
Students and teacher formulate rules and
consequences together
Teachers responsibility to follow through with
consequences
Believed in logical consequences as opposed to
punishment
E.g. If a student writes on the walls of the school and
the teacher keeps them after school is that a logical
consequence or a punishment? Why?
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MAINARGUMENTSABOUTDEMOCRATIC
TEACHING.
Classrooms are democratic with appropriate
teaching styles.
Mutual respect motivates pupils to behave
constructively.
Constructive behaviour occurs out of their
heightened sense of social interest.
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Three types of teachers: autocratic.(harsh boss),
permissive (uninvolved and no expectations), and
democratic (support internal motivation and
responsibility).
Pupils who do not feel a sense of belonging will
resort to: attention gaining, power seeking,
revenge, or displaying inadequacy.
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Praise supports completion.
Encouragement supports the process.
Logical consequences produce better results than
punishment.
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STRATEGIESINDEMOCRATICTEACHING.
Provide lessons with social interest in mind.
Provide a teaching environment that supports
pupils sense of belonging.
Come up with a set of classroom rules as a group. Support responsibility through freedom of choices
in lesson plans.
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Avoid power struggles and encourage pupils who
display inadequacy.
Encourage pupils rather than praise them.
Provide pupils with logical consequences tomistaken goals to support responsibility and avoid
punishment.
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USEFULNESSOFDEMOCRATICTEACHING.
ESL classes allow pupils to work in small groups
and as a large group to support social group
belonging.
Social groups can take place in criticism,
aesthetics, and production.
Encourage pupils who seem discouraged in the
process of a product, rather than praising them for
their completion.
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BIBLIOGRAPHY
http://en.wikibooks.org/wiki/Classroom_Manageme
nt_Theorist_and_Theories/Rudolf_Dreikurs
http://www.metu.edu.tr/~e133376/project/The%20S
ocial%20Discipline%20Model%20of%20Rudolf%20
Dreikurs.htm
http://www.newworldencyclopedia.org/entry/Rudolf_
Dreikurs
Classroom Management Theorists handout
prepared by Professor J. McNair (from our vista
page)
Sparks-Langer, G., Starko, A., Pasch, M., Burke,
W., Moody, C., Gardner, T. Teaching As Decision
Making: Successful Practices for the Secondary
Teacher. Ohio: Merrill Prentice Hall, 2004
http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurs