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Glasser presentation 1 Glasser presentation 1 Presentation Transcript

  • WILLIAM GLASSER’S Brenda Goroski Kira Jones CHOICE THEORY Sarah Turold
  • WILLIAM GLASSER, MD Psychiatrist 50 years of practice in psychology and counseling Founded the Institute for Reality Therapy Authored and co- authored many books on mental health, counseling and improvement in schools
  • THE BASICS Behavior is essential to a person’s existence and happiness Behavior is chosen The only person whose behavior we can control is our own We are driven by our genes to satisfy five basic needs:  survival  love and belonging  power  freedom  fun
  • TOTAL BEHAVIOR  4 components: Acting, Thinking, Feeling & Physiology  We have control over acting and thinking  We do not have as much control over feeling and physiology  The choices we make in our thinking and acting affect our feeling and physiology.
  • GLASSER’S AUTOMOBILE ANALOGY Front wheels represent our thinking & acting Back wheels represent things that come as a result of front wheels Focus on the “front wheels” & the thoughts and actions that may be causing reactions
  • GLASSER’S CONTROL THEORY (1986) CLASSROOM MANAGEMENTSeven Caring Habits: Seven Deadly Habits:  Supporting  Criticizing  Encouraging  Blaming  Listening  Complaining  Accepting  Nagging  Respecting  Threatening  Negotiating Differences  Punishing  Bribing or rewarding to control
  • REALITY THERAPY MISBEHAVING STUDENTSTo avoid past • Glasser believes in actions… natural consequences in  Encourage students to positive & negative respond to what they are situations doing.  Teacher interference of  What need they are filling nature is letting students by doing it. “off the hook” from  And what they are going to natural consequence do to correct the behavior.  Punishment does not allow students to take • Students take responsibility. responsibility for their own actions.
  • THE GLASSER MODEL OF DISCIPLINETwo Main Focuses:1. To provide a classroom environment and curriculum which motives students and reduces inappropriate behaviors by meeting students basic needs for: -belonging -power -fun -freedom2. Helping students make appropriate behavioral choices that lead ultimately to personal success.
  • WHAT TEACHERS SHOULD DO 1 . S t re s s S t u de nt Re s p o ns ibilit y: s t ude n t s m us t l i ve w i t h t h e c h o i c es t h ey m a ke a n d t h e re s po n sibilit y fo r t h e i r ow n be h av i or m us t be ke pt i n t h e fo re fro n t 2 . E s t ablis h r u l e s t h a t l e a d to s u c c es s: rul e s s h o ul d be : a) E s t a blished by te a c h e r s a n d s t ude n t s to g et h e r b ) Ado pte d to a g e , a bi l it y, a n d ot h e r re a l it ies o f t h e s t ude n t c ) M us t be re i n fo rc e t h e ba s i c i de a t h a t s t ude n t s a re i n s c h o ol to s t udy a n d l e a rn 3 . Ac c ep t N O E x c us es : 4 . C a ll fo r Va lue J u d g me nt: i f a s t ude n t ex h i bi t s i n a ppro pri a te be h av ior, te a c h e r s s h o ul d h ave t h e m j udg e t h e va l ue o f be h av i or.
  • WHAT TEACHERS SHOULD DO (CONT.)5 . S u g g es t S u i t a ble A l te rnat ive to b e h avio r: i f a m i s beh aving s t ude n t h a s t ro ubl e t h i n k ing o f a m o re a ppro pri a te be h av ior to e n g a g e i n , t h e te a c h e r s h o ul d s ug g e st a l te rn ate be h av i or s fo r t h e m to c h o o se.6 . I nvo ke r e a s o nable c o n s eque nc es : us e a de s i ra ble c o n s e quen ce i f s t ude n t c h o o s es a g o o d be h av i or a n d us e a n un de s i ra ble co n s eque nce i f s tude n t c h o o ses a po o r be h av i or7 . B e Pe r s is te nt: to i m pl an t t h e c o m mit men t to c h o o s e g o o d be h av ior s i n t h e m i n ds o f s t ude n t s , te a c h er s m us t be c o n s i sten t .8 . C a r r y o u t C o n t in ual Rev iew s: c l a ssro om m e et i n g i s key to t h e i m pleme ntation o f a g o o d s y s te m o f di s c i pline.
  • THE CLASS MEETING Confronting students about their behaviors  Students and teacher sit in a circle  Teacher leads the class (3 ways)  Open ended  Educational  Diagnostic and Problem Solving  Students confront each other about problems in a calm and mature manner  End of meeting a plan is in place that is agreed upon by all involved (contract)
  • BIBLIOGRAPHY“ D r. W i l l i a m G l a s s e r P re s e nt s to M SE C o m m u ni ty ”. 30 Ap r i l 2008 . D avi d O. M c Kay Sc h o o l o f Ed u cat io n - The N ews htt p ://e ducati on.byu.e du/n ews/ 2008/04/ 30/dr - wi l l i a m - gl asse r - pre s e nts - to- ms e - com mu nity/“ T h e G l a s s e r Ap p ro ach ”. 2010. T h e W i l l i a m G l a s s e r I n st i tute . htt p :/ /wgl ass e r.com/ the - glas se r -ap proac h/c hoic e - the or y“ C h o ic e T h e o r y ”. 26 N ove m b e r 2012. W i k i p e d i a - The Fre e E n c yc l o pe d ia . htt p :/ /e n.wi ki pe di a.org /wi ki / Choi ce _ The or yB e rge r, V i n c e nt , D r. " Fa m o u s Psyc h ol ogi st:W il l iam G l a s s e r. " N . p ., 2005. We b . 6 D e c . 2012. htt p :/ /www. psyc hol ogistanywhe re any ti me .co m/ famo us_ psyc hol ogist_ and _ psyc h o l o g ist s/psyc hol ogi st_fam ous_ wi l l iam _gl ass e r.htmJ o h n An d r u i s. ( n . d.) T h e G l a s s e r M o d e l o f D i s c i p l i ne . Te a c h e r M a tters. Ret r i eve d 12/ 5/ 12 htt p ://www.teac he rm atte rs.com/cl ass room - di sc ipl i ne /m ode l s - of - d i s c i p li ne / the - glas se r - m ode l .htmlT h e D SC Way. ( 26 Au g u st 2011) . C l a s s M e et i n g : a M a n a ge me nt To o l . Ret r i eve d 12/ 5/ 12 htt p :/ /www.youtube .com/ watch? v= - vCdCoV 0JdQB i n g I m a ge s . htt p :/ / www. bi ng.co m/i m age s /se arch? q= te ac he rs+ and+ st ude nts& vi ew= detai l &i d= C 2576112B B E 2E EA75E 3D 4FE 3E 2792E 2B F0FC608B