Noncoercive Discipline William Glasser Noncoercive Discipline

Books include: Schools without Failure (1969) Control Theory in the Classroom (1986) Glasser suggested that interesting lessons engage students. He also notes that students’ needs must be met.

Meeting Basic Needs Classroom Examples? Survival Belonging Power Fun Freedom To which theorist can you relate?

Classroom Meetings Discussion to solve problems including behavior issues We don’t force appropriate behavior. If basic needs satisfied, then students will be motivated to participate. Quality Curriculum Relevant Active involvement Enjoyable Depth vs. Breadth

Quality Teaching (Charles, 2002, pp. 127-128) “Provide a warm, supportive classroom climate.” “Ask students to do only work that is useful.” “Always ask students to do the best they can.” “Ask students to evaluate work they have done and improve it.” “SIR (self-evaluation, improvement, repetition)”

“Help students see that quality work makes them feel good.” “There is no better human feeling than that which comes from the satisfaction of doing something useful that you believe is the very best you can do and finding that others agree.” (Charles, p. 128) “Help students see that quality work is never destructive to oneself, others, or the environment.”

Boss vs. Lead Teachers Boss Teachers (Charles, p. 128) Set tasks/standards Talk with rare student input Lack student involvement in evaluation Coerce Lead Teachers—Two tasks (Charles, p. 129) Organizing interesting activities Provide assistance to students

Additional info (Charles, 2002, p. 131) No approach will solve all behavior problems Develop class rules to help students learn Class meetings can explore alternatives to inappropriate behavior Problemsolving approach

Final thoughts: “…expecting students to do boring work in school ‘is like asking someone who is sitting on a hot stove to sit still and stop complaining’” (Charles, 2002, p. 132) Glasser’s approach engages teachers as problem solvers rather than punishers.