RUDOLPH DREIKURS SARA REDINI KYLE QUACKENBUSH JASON DIBBERN SHANELL YATES

Purpose of Discipline  Teach behaviors acceptable to society  Creating an environment where student feel the teacher respects and likes them  Students have input in establishing rules and consequences  Students feel personal commitment to the rules

To establish discipline teach the following…  Students are responsible for their own actions.  Students must respect themselves and others.  Students have the responsibility to influence others to behave appropriately.  Students are responsible for knowing what the rules and consequences are in the classroom.

Misbehaviors:  Attention seeking – look to belong and be recognized in class.  Seeking power and control – feel inferior and want to be the boss  Seeking revenge – believe they get recognition through retaliation against adults  Displaying inadequacy – continuously feel left out which leads to a lack of caring.

Encouragement:  Dreikurs believed encouragement acknowledged the act but disagreed with praise because it recognized the actor.  Goal of encouragement is to increase the child's self-confidence.  Methods/ways to encourage:  Work for improvement, not perfection  Comment on effort not results  Build on strengths not weaknesses

Logical consequences:  Dreikurs believed consequences should be a clear and logical connection to a behavior.  Consequences should involve no moral judgment.  Logical consequences are not concerned with past infractions.  Use a friendly voice when adminstering consequences.

Redirecting Mistaken Goals:  Confront student through questioning.  Ignore attention getting behaviors.  Avoid power struggle by withdrawing authority.  The teacher needs to decide if they have the problem or the student has the problem.  Ask the student if they are ready to cooperate.  Involve class members in redirecting student behavior.  The teacher should never give up on students feeling inadequate.

The Teachers role:  Teaching students how to get along together and feel as if they belong with others  Eliminate children's desire to misbehave.  Observe behavior  Be sensitive to their situation  Ask the child indirectly if they are feeling characteristics of the four misbehaviors.  Note how they react  Apply corrective measures

Student’s GoalAttacking BehaviorDefending Behavior Attention seeking The Clown The Nuisance The Smart Aleck The Show-Off Obtrusive Instability Walking Question Mark Unpredictable Bright Sayings Lazy Anxious Speech Problems Bashful or Shy Untidy Self-Indulgent Excessively Pleasant Frivolous Power seeking Argues Rebels Defiant Contradicts Bully Temper Tantrums Untruthful Disobedient (carries out forbidden acts) Uncooperative Dawdles Stubborn Disobedient (won’t do what he or she is told) Forgetful Revenge Stealing Vicious Destructive Cruel Delinquent Behavior Violent Sullen Moody Morose Passive Hatred Refuses to Participate Escape by Withdrawal Stupid Idle Incapable “Hopeless” Juvenile Ways Fantasy Activities Solitary Activities

Origins of Dreikurs theory:  Herbert Spencer who distinguished between punishment and natural consequences.  Jean Piaget distinguished between punishment and justice.

NUMBERED HEADS TOGETHER

Question one:  What is one concept Dreikurs believes is important in establishing discipline in a democratic classroom?

Question one answer:  Students are responsible for their own actions, students must respect themselves and others, students have the responsibility to influence others to behave appropriately, students are responsible for knowing what the rules and consequences are in their classroom.

Question two:  Which type of student feels significant when they hurt others?

Question two answer:  Revenge-seeking

Question three:  Which type of student will continue his/her misbehavior when he/she receives attention?

Question three answer:  Attention-Seeking

Question four:  Which student feels that they are a failure and tries to get other to believe they are a failure?

Question four answer:  Displaying inadequacy

Question five:  Which type of student will argue and generally display acts of defiance in order to gain control or get what the student wants?

Question five answer:  Power-seeking

Question six:  Does Dreikurs believe in using encouragement or praise?

Question six answer:  Praise

Question seven:  True or false: a good way to redirect a mistaken goal into an appropriate goal is to confront the student about their behavior and look for a recognition reflex.

Question seven answer:  True