This document summarizes Rudolf Dreikurs' theory of social goals and misbehavior in children. It explains that children misbehave to fulfill one of four social goals: attention-getting, power, revenge, or display of inadequacy. The document also discusses cooperative behavior, encouragement, and using logical consequences in the classroom. It provides characteristics of cooperative people and differences between praise and encouragement. Overall, the document outlines Dreikurs' view that misbehavior stems from social motivation and his strategies for classroom management.

1. Adrienne Woolley

3. As a social being, each child
wants to BELONG. His
BEHAVIOR indicates the
ways and means by which he
tries to be significant
(Dreikurs, Maintaining Sanity
in the Classroom, p. 12).

4.  Respects rights of others.
 Is tolerant of others.
 Is interested in others.
 Co-operates with others.
 Encourages others.
 Is courageous.
 Has a true sense of own worth.
 Has a feeling of belonging.
 Has socially acceptable goals.
 Puts forth genuine effort.
 Willing to share rather than thinking “How much can I get?”
 “We” rather than “I”

5. Goal 1: Attention-Getting – Seeks proof of his approval
or status. Will cease when reprimanded or given attention.
Goal 2: Power – Similar to destructive attention getting, but
more intense. Wants to be the boss. Reprimand intensifies
misbehavior.
Goal 3: Revenge – Does things to hurt others. Makes self
hated. Retaliates.
Goal 4: Display of Inadequacy – Assumes real or
imagined deficiency to safeguard oneself. Shows
hopelessness.

6. Cooperation
Encouragement
Consequences

7. A cooperative person…
 is free to be concerned
with others as friends,
neighbors, and classmates
rather than as competitors
 does not waste energy
thinking about winning or
losing
 treats everyone with mutual
respect
 has the courage to be
imperfect

8. Teachers should:
 Commend effort.
 Separate the deed from
the doer.
 Build on strengths not
weaknesses.
How is praise different from
 Avoid discouragement.
encouragement?
 Work for improvement
not perfection.

9. Using logical consequences
in your classroom:
1. Evaluate the goal of
misbehavior.
2. Provide interventions based
on the goal.
3. Impose a natural or logical
consequence when rules are
broken or misbehavior occurs.
4. Build community in the
classroom by helping students
connect to each other and to
you.

11.  Dreikurs, R., and & Cassel, P. (1990). Discipline without tears, 2nd edition. New York, NY: Dutton.
 Dreikurs, R., Grunwald, B.B., & Pepper, F.C. (1971). Maintaining sanity in the classroom:
Illustrated teaching techniques. New York, NY: Harper & Row, Publishers.
 Hardin, C. J. (2011). Effective classroom management: Models and strategies for today’s classroom,
3rd edition. Retrieved from http://education.ucsb.edu/webdata/instruction/ed395bf/
Management/LP4_Cognitive_Systems_Mangement/Dreikurs.PDF
 New World Encyclopedia. (2008). Rudolf Dreikurs. Retrieved from http://www.newworld
encyclopedia.org/entry/Rudolf_Dreikurs
 Wikibooks. (2012). Classroom management theorists and theories/Rudolf Dreikurs. Retrieved
from http://en.wikibooks.org/wiki/Classroom_Management_Theorists _and_Theories/
Rudolf_Dreikurs

12.  Slide 2 - http://ww2.odu.edu/~eneukrug/therapists/Dreikurs.html
 Slide 7 - http://en.wikinoticia.com/lifestyle/psychology/76237-
behaviour-children--work-team
 Slide 8 - http://www.ehow.com/list_7397671_formative-assessment-
instruments.html
 Slide 9 - http://www.schoolatoz.nsw.edu.au/wellbeing/health/speech-
problems
 Slide 10 - http://harrypotter.wikia.com/wiki/User:Starstuff/Snape_draft
http://www.ew.com/ew/gallery/0,,20300978_20505294_20980220,00.html
 http://brossellsprouts.blogspot.com/2011_02_01_archive.html