Your SlideShare is downloading. ×
0
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Rudolf dreikurs21
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Rudolf dreikurs21

1,053

Published on

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,053
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
45
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Rudolf Dreikurs By Dan Macdonald and Hannah Botsford
  • 2. BACKGROUND <ul><li>Founder and the medical director of the Community Child Guidance Center of Chicago
  • 3. Consultant in public schools
  • 4. Influenced by social psychologist Alfred Adler
  • 5. All Humans want to belong and be accepted by others.
  • 6. All behavior, including misbehavior is orderly, purposeful and, directed toward achieving social approval </li></ul>
  • 7. Theory <ul><li>Dreikurs suggested that a behavior is a result of a individual’s needs.
  • 8. He also believed that our behavior and our choices are the result of our own biased interpretations of the world in front of us.
  • 9. Human beings all have a need to belong and be accepted.
  • 10. When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins.
  • 11. All misbehavior is the result of a child’s mistaken assumption about how to find a place and gain status. </li></ul>
  • 12. Four Goal Types That Motivate Misbehavior Attention getting Power and control Revenge Helplessness or inadequacy
  • 13. “ Attention Getting” <ul><li>Most common goal for most children
  • 14. Annoying in class
  • 15. Distract their teachers </li></ul><ul><ul><li>Show off
  • 16. Lazy
  • 17. Disruptive
  • 18. Ask irrelevant questions </li></ul><li>Only function appropriately through teacher approval
  • 19. When asked to stop, will comply but will start again later </li></ul>
  • 20. Giving Attention Increases Misbehavior Instead… <ul><li>Ignore the behavior, give “the eye”
  • 21. Legitimizing the proper behavior: using another student with proper behavior, have the whole class join in the behavior
  • 22. Doing the unexpected: turning out the lights, changing the voice, playing a musical sound
  • 23. Distracting the student: ask a direct question
  • 24. Noticing appropriate behavior: thank the students, write well-behaved students’ names on the board </li></ul>
  • 25. “ Power and Control” <ul><li>When children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers.
  • 26. Teachers never win
  • 27. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient.
  • 28. When asked to stop, they become defiant, and increase negative behavior and challenge the adult.
  • 29. Avoid putting pressure on children to make them behave appropriately </li></ul>
  • 30. “ Revenge” <ul><li>Student feels unable to gain attention or power.
  • 31. Believes that others have deliberately tried to hurt them and attempts to get even.
  • 32. Convinced that nobody likes them
  • 33. “ If I’m hurting, then I have the right to hurt others. ” </li></ul><ul><ul><li>physically or psychologically.
  • 34. Hits or kicks others
  • 35. Destroys property. </li></ul></ul>
  • 36. <ul><li>Refuse the fight
  • 37. Change the subject
  • 38. Use time out
  • 39. Establish consequences </li></ul>Teachers should…
  • 40. “ Helplessness or Inadequacy” <ul><li>Child has given up on the possibility of being a member of the group
  • 41. This child wishes not to be seen
  • 42. Wants to be left alone
  • 43. Rejects social contact, refuses to try most educational demands </li></ul>
  • 44. To Help… <ul><li>Provide tutoring
  • 45. Avoid criticism
  • 46. Stress that making mistakes is okay
  • 47. Build confidence
  • 48. Acknowledging effort </li></ul>
  • 49. How does a teacher understand the goal of the misbehaving child? <ul><li>If the teacher feels annoyed, then the child’s goal is attention getting. </li></ul><ul><li>If the teacher feels beaten or intimidated, then the child’s goal is power. </li></ul><ul><li>If the teacher feels hurt, then the child’s goal is revenge. </li></ul><ul><li>If the teacher feels incapable, then the child’s goal is helplessness. </li></ul>
  • 50. PUNISHMENT <ul><li>Dreikurs does not believe in the use of punishment, reinforcement or praise. </li></ul><ul><li>Natural and logical consequences </li></ul><ul><li>Encouragement </li></ul>
  • 51. Praise vs. Encouragement Encouragement <ul><ul><li>Corresponds to children’s goals.
  • 52. Focuses on effort rather than achievement
  • 53. Positive feedback
  • 54. Motivates them to continue trying
  • 55. Acknowledgement of effort
  • 56. Self
  • 57. Message between equals
  • 58. Stimulates cooperation
  • 59. Stimulates helpfulness </li></ul></ul>Praise <ul><ul><li>Focuses on the level of achievement.
  • 60. Given for a completed achievement
  • 61. Tells students they have satisfied the demands of others
  • 62. Patronizing
  • 63. Creates a superior position.
  • 64. Stimulates competition
  • 65. Stimulates selfishness </li></ul></ul>
  • 66. Tips for Teachers <ul><li>  Always speak in positive terms, never be negative
  • 67.   Be democratic rather than autocratic or permissive
  • 68.   Encourage students to strive for improvement, not perfection
  • 69.   Emphasize student strengths while minimizing weaknesses.
  • 70.   Help students learn from mistakes, which are valuable in learning
  • 71. Encourage independence and the assumption of responsibility
  • 72.   Show faith in students, offer them help in overcoming the obstacles.
  • 73.   Encourage students to help each other
  • 74.   Be optimistic and enthusiastic a positive outlook is contagious.
  • 75.   Use encouraging remarks such as, “you have improved”, can I help you?” </li></ul>
  • 76. 3 TYPES OF TEACHERS <ul><li>Autocratic </li></ul><ul><li>Permissive </li></ul><ul><li>Democratic </li></ul>
  • 77. 3 TYPES OF TEACHERS <ul><li>Autocratic </li></ul><ul><li>Permissive </li></ul><ul><li>Democratic </li></ul>
  • 78. Autocratic
  • 79. Permissive
  • 80. Democratic
  • 81. PROS <ul><li>Students and teachers can learn how to communicate constructively.
  • 82. Based largely on respect and learning about compromise and consequences
  • 83. Students learn to be independent
  • 84. They learn how to take responsibility for themselves and their actions </li></ul>
  • 85. CONS <ul><li>Inexperienced teachers may have trouble identifying the different students and their motives
  • 86. In a large classroom of 20 or more students, teachers cannot always have the time to determine the objectives of each student
  • 87. Puts all the blame on the students.
  • 88. Some situations can be misleading and not have a clear natural or logical consequence. </li></ul>
  • 89. Questions or Comments?

×