Rudolf dreikurs21


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Rudolf dreikurs21

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