1. EDU4205 Week 6 Tutorial Glasser’s Choice Theory
Presented by:
Michelle Brooks, Cara Chia, Stephanie Ewers,
Narelle Salomon, Robyn Snyman, Andy Tan &
Danni Whitcombe.

2. Choice Theory
Objective – understand how Choice Theory can be used in the classroom, and develop your own opinions about this model.
Structure of tutorial:
- Presentation
- Interactive survey
- Fun group activity!

3. Dr William Glasser Born in 1925 in Cleveland, Ohio.
Psychiatrist, author, founded The William Glasser Institute.
Developed Reality Therapy and Choice Theory.

4. The Behaviour Management Model Spectrum
Management Theories
Interventionist.
E.g. B.F. Skinner, Lee Canter
Leadership Theories
Interactionalist.
E.g. Glasser,
Bill Rogers,
Rudolf Dreikurs
Non-directive Intervention Theories
Non-interventionist.
E.g. Thomas Gordon, Carl Rogers
Source: Edwards & Watts, (2009); Tauber (2007)

5. Porter’s Continuum
Source: Lane, J. (2009). EDU 4205 Lecture 2. Retrieved on 26 August 2009 from ECU Blackboard:

6. Leadership Theories
Teacher helps students learn to responsibly control their own lives.
By providing students with choices, they will take on increasing responsibility for themselves.
Help students recognise consequences of their behaviour.
Guide changes in behaviour so better consequences result.

7. Leadership Theories
Classroom is a democratic place – teacher and students share power.
All parties should be involved in conflict resolution.
Important to preserve teacher-student relationship.

8. Choice Theory Developed as an explanation of all human behaviour
As human beings
All we do is behave
Each behaviour is the result of a choice
The choices we make are driven by 5 basic needs

9. Five Basic Needs Basic survival needs Need for belonging
Need for power
Need for freedom
Need for fun

10. Basic Survival Need Physical and biological needs
- Food – Air - Reproduction
- Water – Warmth – Safety
- Shelter – Sleep – Security
If not met, our flight or fight response may be triggered
If students are uncomfortable or feel they are at risk they cannot learn effectively

11. Need for Belonging Feeling loved Loving others
Feeling unconditionally accepted
If not met students may behave inappropriately or disruptively in an attention seeking attempt

12. Need for Power Feeling of control over own life Feelings of competency
Feelings of achievement
Students need recognition and self-efficacy in order to feel a sense of power over their own lives

13. Need for Freedom Having control over one’s own life
Being free from the control of others
If not met students may rebel and create chaos in the classroom

14. Need for Fun Children are driven by it Everyone desires it
If the classroom environment is fun, students are more likely to be willing, enthusiastic, motivated and engaged in the learning process

15. Choice Theory Overall
The behaviour we display in any context is the behaviour that would provide the most satisfaction at that point in time
Our five basic needs drive our choices, we choose to behave in a way that will satisfy one or more of these needs
Essentially the only behaviour we can control is our own

16. Classroom Organization & Teaching Strategies
Improve learning outcomes
Competency based – setting students up for success!
Shift from authoritarian to equalitarian approach

17. Classroom Organization & Teaching Strategies
“The only persons behaviour I can control is my own”
Respect and responsibility
Classroom strategies

18. Classroom Organization & Teaching Strategies
What we need to be asking ourselves as teachers?
Wise choices
Behavioural change in a positive atmosphere

19. Implementing Choice Theory
Classroom rules
Individual misbehaviour
Cooperative learning

20. Implementing Choice Theory -Classroom Rules-
As a class, determine what the goals of instruction will be.
Formulate rules that are instrumental in achieving the specified class goals.
Allow students to make suggestions, promoting a more enjoyable and productive learning environment.
Achieve commitment on goals, rules and procedures decided on.
Decide on consequences for violation of rules.
Glasser, W. (1969). Schools Without Failure, New York: Harper & Row Publishers.

21. Implementing Control Theory -Individual Misbehaviour-
Be personal
Ask the student to identify his/her problem behaviour.
Student to judge misbehaviour.
Plan a new behaviour.
Elicit a commitment.
Accept no excuses.
Don’t punish.
Never give up.

22. Implementing Choice Theory -Cooperative Learning-
Teams of 3
Roles: recorder, checker, encourager
Meets basic needs- misbehaviour

23. Implementing Choice Theory -Case Study-
Year 6 boy
Disruptive, becoming more and more distant
Hates school, and you
Used to being punished for misbehaviour
According to Glasser, what can be done?

24. Developing Personal Student Behaviour Management Plans

25. Classroom rules are essential. Regular classroom meetings recommended.

26. What happens when the rules are broken?

27. Reality Therapy
Is the process of teaching an irresponsible person to face existing reality, to function responsibly, and as a result fulfil one’s personal needs for love and self-worth (Larrivee, 2005). 27

28. Individual Interventions
1) The challenging behaviour would be clarified, described & discussed.
Let’s discuss exactly what happened.
What did you do?
What happened as a result?
2) The appropriateness, desirability or effectiveness of the behaviour clarified.
Is this working for you?
Is it helping your learning?
Is it fair and reasonable for the other students?
Is it breaking an agreed rule?
3) Positive alternatives considered.
What else can you do to help the situation?
What can I do to help you?
4) Student commitment to change the behaviour sought.
Are you going to try to do this?
Why do you think this is a better plan than what’s happening now?
Intervention Plan – Conference
Individual student plan – new one. 28

29. A Consultation Corner
Small hidden area for private conferences with students for discussions regarding class work, as well as, positive or negative behaviour.

30. Glasser’s 5 Basic Needs
Love
Belonging
Power
Freedom and;
Fun

31. Cognitive Thinking Children make decisions about their own learning,
Evaluate the quality of learning,
Reflect on their own feelings and behaviour
Choices behind behaviour

32. Affective Development
A sense of:
Belonging
Power
Freedom
Fun

33. Glasser’s Seven Caring Habits
SUPPORTING
NEGOTIATING DIFFERENCES
ENCOURAGING
RESPECTING
LISTENING
TRUSTING
ACCEPTING

35. Limitations of Choice Theory
In spite of its international appeal, Choice Theory is not without its limitations.
Declared Glasser Quality Schools
Canterbury High School (Alabama)
Horizons K-8 Alternative School (Colorado)
Yampah Mountain High School (Colorado)
Campus Community School (Delaware)
Belleair Montessori Academy (Florida)
Enterprise Elementary School (Florida)
Indialantic Elementary School (Florida)
Lewis Carroll Elementary School (Florida)
Ralph M. Williams Elementary (Florida)
Saturn Elementary School (Florida)
Tropic Isles Elementary School (Florida)
Aspen Elementary School (Illinios)
Charyl Stockwell Academy (Michigan)
McFall Elementary School (Michigan)
The Grand Traverse Academy (Michigan)
Choices High School (Ohio)
Burnham Wood Charter School (Texas)
Murray High School (Virginia)
Saint Patrick Catholic School (Virginia)
Beaverbrook School (Vancouver, Canada)
Sunshine Beach State School (Queensland, Australia)
Preserje Pri Radomljah Elementary School (Radomlje, Slovenia)

36. Limitations of Choice Theory
Needs a coordinated effort (whole school approach); otherwise inconsistencies can arise if not properly implemented.
Involves a radical shift in thinking (i.e. from an interventionist to a more interactive approach of management); school community to undergo hours of professional development and training which can be laborious, time consuming.
It therefore has the potential to place an unrealistic view on teaching.

37. Limitations of Choice Theory
It might also be financially unviable to implement, particularly for schools with limited resources.
No ‘quick fix’ remedy.
No failures!?

38. Q1. There should be no failing grades in school.
Agree
Don’t Agree
Undecided 3
0 of 30

39. Q2. All long-lasting psychological problems are relationship problems.
Agree
Don’t Agree
Undecided 3
0 of 30

40. Q3. The only person’s behaviour we can control is our own.
Agree
Don’t Agree
Undecided 3
0 of 30

41. Q4. Do you think we, as future teachers, have the responsibility to ensure that all of our students five needs are met?
Agree
Don’t Agree
To some degree 3
0 of 30

42. Q5. Would you consider using elements of Glasser’s Choice Theory in your classroom?
Yes! Definitely! Love it! – I am naming my first child Glasser!
Sure – I think Glasser has some good ideas and I will be trying them.
Maybe – I’m not convinced but I will give it a go.
No way Jose! I’ve never heard such a load of airy-fairy rubbish in my life!?
Abstain. 3
0 of 30

43. Tutorial Activity Please move into groups according to the colour of
your ticket.

44. Creating Class Rules
Today we are going to be creating rules for our class.
Students should have input into writing classroom rules – they will have a greater understanding of the the rules, take ownership of them, and will be more likely to adhere to them.
This is an important aspect of Choice Theory and other leadership theories.
Rules should help students achieve their goals and reduce impediments to learning.

45. Your Task Today…..
We will create a set of classroom rules, using the seven caring habits as our guide:
Listening
Encouraging
Trusting
Supporting
Accepting
Respecting
Negotiating differences
These are the seven caring habits, identified by Glasser, that will help build relationships. These seven behaviours will improve a classroom environment, making it a place where children want to be.
The seven deadly habits are criticising, blaming, complaining, nagging, threatening, punishing and bribing/rewarding to control.

46. Step 1
In your group, discuss these seven caring habits and come up with one rule that relates to each habit (write this on the back of the ticket).

47. These will be our classroom rules!
Step 2
Now split into groups according to the caring habit that is written on your ticket.
Share your ideas and decide on a rule for your caring habit.
Write this on your cardboard flower petal.
We will assemble the flower on the wall.
These will be our classroom rules!

48. Activity: Classroom Rules
Choice Theory
Activity: Classroom Rules

49. Supporting
Seven Caring Habits

50. Encouraging
Seven Caring Habits

51. Listening
Seven Caring Habits

52. Accepting
Seven Caring Habits

53. Trusting
Seven Caring Habits

54. Respecting
Seven Caring Habits

55. Negotiating Differences
Seven Caring Habits

56. SUPPORTING
NEGOTIATING DIFFERENCES
ENCOURAGING
RESPECTING
LISTENING
TRUSTING
ACCEPTING

57. SUPPORTING
NEGOTIATING DIFFERENCES
ENCOURAGING
RESPECTING
LISTENING
TRUSTING
ACCEPTING