Final working assignment 1


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Final working assignment 1

  1. 1. on the show tonight channel ACU
  2. 2. Theories of Classroom Management A practical challenge of rectifying unwanted classroom behaviour: a view of adolescents 3
  3. 3. Outline‣ Humanists‣ Rudolf Dreikurs‣ Principles & theory‣ Practicalities/Application of theory‣ Challenging the theory‣ How effective is the theory 4
  4. 4. The Humanist Approach‣ Humanists’ Central tenets ‣ individuals inherently want to prosper into their full potential ‣ free will ‣ Proponents - Carl Rogers, Maslow 5
  5. 5. Rudolf DreikursPrinciples‣ All people are social beings with one overriding motivation: the desire to belong‣ When a person drifts from a sense of belonging (family, school, peers), the individual will find a way for a meaningful place within a group‣ “All misbehaviour is the result of a child’s mistaken assumption about the way he can find a place and gain status” (Dreikurs, 1968, p. 36)‣ named theory The Stages of Mistaken Goals because, there is a belief that a person does not see reality as it is, but only as he perceives it, and his perception may be mistaken or biased (that sometimes a person is not afford reality to make his/her decisions)‣ 5
  6. 6. Principles‣ Logical Consequences v’s Punishment‣ Encouragement v’s Praise‣ Teaching Models ‣ Autocratic ‣ bossy, sharp, commanding, uses punishment ‣ Permissive ‣ few limits, no consequences to actions ‣ Democratic ‣ cooperative, encouraging, ‣ nurtures a sense of belonging in a class 5
  7. 7. Dreikurs’ 4 stages of Mistaken Goals
  8. 8. Dreikurs’ 4 stages of Mistaken Goals
  9. 9. Applying the Theory
  10. 10. Applying the Theory
  11. 11. case study - Sam‣ Sam and Moses are year 9 boys‣ Sam is a new student with a lower SES from a single parent home. He has been in trouble with teachers for constantly interrupting in class‣ Moses is a well-like, model student who performs well‣ The boys were grouped together for a project‣ Sam has shown delinquent behaviour toward teacher and his classmates since coming to the new school
  12. 12. in news earlier today channel ACU
  13. 13. in news earlier today channel ACU
  14. 14. Theory applied to behaviour
  15. 15. Theory applied to behaviour‣ Q. What is one of the main purposes in adolescent life?‣ A. To achieve SOCIAL STATUS and ACCEPTANCE
  16. 16. Theory applied to behaviour‣ In order for Sam to achieve this social status, and because he has been in trouble before, it is evident that he acts out on the four of the “mistaken goals” of Dreikurs’ theory
  17. 17. “Mistaken Goals” of Dreikurs’ Theory
  18. 18. “Mistaken Goals” of Dreikurs’ Theory‣ 1. Seeking attention
  19. 19. “Mistaken Goals” of Dreikurs’ Theory‣ 1. Seeking attention‣ 2. Seeking power
  20. 20. “Mistaken Goals” of Dreikurs’ Theory‣ 1. Seeking attention‣ 2. Seeking power‣ 3. Seeking revenge
  21. 21. “Mistaken Goals” of Dreikurs’ Theory‣ 1. Seeking attention‣ 2. Seeking power‣ 3. Seeking revenge‣ 4. Feeling inadequate
  22. 22. 1. Seeking Attention‣ In this case, Sam is looking to belong and be recognised in the class‣ Many times this occurs because students are not getting the recognition that they feel they deserve‣ If Sam cannot get attention from positive behaviours, he will seek it with inappropriate behaviour (such as a fist fight with Moses)
  23. 23. 2. Seeking Power‣ Sam feels inferior, so he is trying to gain power‣ He feels that once the battle has been joined, he has already won it‣ Behaviour characteristics consist of Sam repetitively displaying behaviour to make him the centre of attention
  24. 24. 3. Seeking Revenge‣ Sam thinks the only way to get recognition is to retaliate for the way he feels he has been unfairly treated.‣ This is formed after a long series of discouragement by failing trials for attention-getting and power.‣ Sam’s behaviour characteristics consist of him hurting Moses physically.
  25. 25. 4. Feeling Inadequate‣ The student who shows inadequacy or helplessness is the most discouraged‣ The student has lost all initiative of ever trying to belong to the group
  26. 26. What does the teacher do?
  27. 27. What does the teacher do?‣ Q. What does the teacher do to minimise/eradicate this behaviour?
  28. 28. What does the teacher do?‣ Q. What does the teacher do to minimise/eradicate this behaviour?
  29. 29. What does the teacher do?‣ Q. What does the teacher do to minimise/eradicate this behaviour?‣ A. Use certain techniques to modify the unwanted behaviour
  30. 30. For the attention seeker‣ To give attention to Sam for inappropriate behaviour would be playing into his plan and would not help him learn how to behave productively in a group‣ In this case, a technique such as moving Sam away from the fight and distracting him with other things (such as asking him to run an errand) could be helpful
  31. 31. For the power and revenge seeker‣ The teacher could make Sam take some “time-out” to think about his actions‣ Set a consequence such as staying back after school for 10 minutes to talk to the teacher about what happened and how it can be rectified and never re-visited
  32. 32. For the inadequate student ‣ The teacher must exercise great patience and attempt to show Sam that he is capable ‣ To assist Sam, a teacher could either teach positive self-talk or build confidence within him
  33. 33. ReferencesCarson, Robert N. (2002) Reaction to Presidential Address of Ronald Butchart.Educational Studies 27 (3),207-216Donald Dinkmeyer (1961) Understanding Childrens Behaviour. The Elementary SchoolJournal, 61(6), 314-316. Retrieved February 26, 2011 from of Psychology. (n.d.). In Wikipedia. Retrieved February 26, 2011 from 30
  34. 34. Attribution/Acknowledgements /1credit in order of appearance:Real Rice (2006). Ta Prohm Piano Version On Un Arriere-gout de Cannelle [CD]. Retrieved on March1, 2011 from: Freund (photograph) (1926). Retrieved March 3, 2011 from: Pavlov (photograph) (c 1905). Retrieved March 3, 2011 from Piaget (photograph) (1932). Retrieved March 2, 2011 from Maslow (photograph) (1950). Retrieved on March 3, 2011 from Skinner (photograph) (1950). Retrieved on March 3, 2011 from 31
  35. 35. Attribution/Acknowledgements /2Gilden, Bruce (2006) Photograph School’s Out, Retrieved March 2, 2010 from:, Spencer (2008). Photograph The Story of My Life. Retrieved March 2, 2011 from :, Jenny (2008) Photograph POW! Retrieved March 2, 2010 from:, Misha (2008) Photograph Lesson of Drawing at Sunday School. Retrieved March 2,2011 from:, Anthony (2010) Video The Fight Retrieved March 18, 2011 from: producers would like to thank the artists and creators who give permission touse their works via Creative Commons. The authors of this document acknowledges that the contents, in whole or in part, including audio and visual media within are used solely for purposes of education and not intended for commercial use. 32