1. Humanistic Approaches Jillian Schneider- Lecture Christine DeSantis- Lecture Shirah Bergman- Cooperative Learning Activity Meredith Boyajian- Cooperative Learning Activity

2. Lecture Outline Humanistic approaches –What is a Humanistic Approach? –Glasser’s Approach –Spencer Kagan’s Approach Sucker Bait Temperament How to Give Instruction

3. Foundations of Humanistic Approaches Teachers needs to understand a child’s behavior in order to change a child’s behavior – Behavior is caused by external factors – Behavior is motivated by needs To understand behavior you need to know what drives behavior – Goals See Dreiker’s 4 mistaken goals of behavior – Motivation Keller’s 4 dimensions of Motivation – Needs Maslow's Hierarchy of Needs and ‘Other needs’ (Lecture 16) The focus or objective: Is on what “we” can do, to help the child develop and mature.

4. The Humanistic Approach 1.) The Investigation Stage Analyze the problem behavior Seek information about the motivation or need behind the behavior 2.) The Action Stage Reduce or meet the needs behind the behavior Substitute alternative behavior to meet the needs Altering the environmental or psychological factors or help the child cope with them Promoting the child’s understanding and control of the their behavior

5. Glasser’s Approach Glasser believes: All children have the tools and the ability to make mature choices, but they need to be guided and reminded of how to do so. – Children can control their behavior – Children are rational – Adults must help children make good choices – Adults should accept no excuses (Lecture 17) Focus -helping children develop self control and self maturation (making rational choices)

6. Foundations of Glasser’s Approach Key concepts of Glasser’s Approach: – Class rules are essential and must be enforced – Class meetings – Don’t focus on the child’s background* – Results of choices – Meet the students needs by including them (5) Survival Belonging Power Fun Freedom Tenets 1.Quality curriculum 1.Quality Teaching 1.Quality Discipline/Non- coercive Discipline

7. Quality Curriculum Learn useful information Ask students what they would like to explore in depth Explain why the topic is valuable Students should assess quality of their own efforts

8. Quality Teaching Warm supportive classroom Lead teaching Useful work Ask students for their best effort Evaluate work Recognize quality work

9. Quality Discipline Stress responsibility Rules that promote success Establish rules jointly as a class Accept no excuses Call for value judgments The 3 Questions Suggest alternative behaviors Be persistent Continually evaluate the system class meetings

10. Spencer Kagan’s Win-Win Discipline Approach: The goal of Win-Win Discipline is to help students develop lifelong responsible behavior. 1 THREE PILLARS OF WIN-WIN DISCIPLE 2 Class Rules 3 Attention to types of misbehavior 4 ATTENTION TO STUDENT POSITIONS 5 Structures 6 ATTENTION TO NEEDS

11. The Three Pillars of Win-Win Discipline 2.Collaborative Solutions Students & teachers cooperate in proposing workable solutions to discipline problems 3.Learned Responsibility Student acquires the desire to exhibit appropriate behavior through practicing self-management & skills of getting along with others The Philosophical Structure of Win-Win Discipline 1. Same Side “The WE approach” which is the focus or objective of the Humanistic approach Students, Teachers, Parents work together on the ‘same side’ to enhance the school experience for everyone

12. Temperament is a basic dimension of human personality. Understanding temperament is part of the investigation stage of the Humanistic approach. Understanding student temperament allows the teacher to analyze the behavior problem and seek information about the motivation behind the behavior. 1.Activity Level 2.Distractibility 3.Intensity 4.Regularity 5.Persistence 6.Sensory Threshold 7.Approach Withdrawal 8.Adaptability 9.Mood Stanley Turecki’s 9 Dimensions of Temperament (Handout) Stanley Turecki’s 9 Dimensions of Temperament (Handout)

13. Attention to Needs Because misbehavior is a manifestation of students’ ineffective efforts to meet needs, Kagan urges teachers to help students meet their needs in acceptable ways. This highlights the Action Stage of the Humanistic approach by reducing or meeting the needs behind the behavior. Provide a learning environment that is rich with interesting activities and engaging instruction Establish a “WE” approach that gives teachers and students a joint interest in maintaining responsible behavior.

14. Attention to Student Positions Do not accept misbehavior, but do accept and validate the student’s position when he or she misbehaves--Kagan 7 Student Positions are involved in most student misbehavior, according to Kagan: 1.Attention Seeking 2.Avoiding Failure 3.Anger 4.Control Seeking 5.Energetic 6.Bored 7.Uniformed These positions are neither right nor wrong, neither good or bad. They indicate the individual students’ emotional or mental state at the time students misbehave.

15. Sucker Bait (Norma MacRae, Lec 18, iTunes University, Classroom Management & Discipline) What is Sucker Bait:  Provocative statements  Push people’s buttons statements  Deliberate statements What to do about Sucker Bait  Make a connection to student’s parents  Deal with the issue If tardy, send student to the office to get a tardy pass Examples of Sucker Bait:  You can’t make me!  I hate this class (this school)  Why should I?  I don’t care!  I won’t! In terms of the Humanistic Approach: Seek information about the motivation or need behind the behavior

16. How to Give Instruction 1.Visualize and Plan 2.Get full attention Give a cue 3.Give steps 4.Demonstrate or work Model 5.Repeat Repeat Repeat 2-3 times 6.Post Instructions 7.Check comprehension 8.Build in a hold