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Glasser’s Choice
Reality Theory
The Brain Seeks Two Things:
O Emotion
This is the
“hook” to get
students’
attention and
peak interest.
O Meaning
This how ...
William Glasser’s
Choice Theory
We all make choices according
to basic needs that come from
within ourselves. The needs
dr...
5 Basic Needs
(according to Glasser)
o Fun
o Freedom
o Power
o Belonging
o Survival
Fun
O The need for pleasure
O To play
O To laugh
O Naturally motivating
O No one has to bribe you to do these things
Try t...
Freedom
O The need for independence
O For autonomy
O For control over one’s own life
O For choice
Some students have had l...
Power
O Empowerment
O The need to achieve
O To be recognized for achievement/skills
O To have a sense of self-worth
O To c...
Belonging
O The need for love
O For relationships
O Social connection
O Part of a group
In schools, we must work to make s...
Survival
O Physiological
O The need for food, shelter, safety
O Safe from bullying
Schools should be a safe environment fr...
Characteristics of the 5 basic
needs:
O Universal
O Innate
O Overlapping
O Satisfied from moment to moment
O Conflict with...
A Compelling Why
…is a term used for an emotionally-linked
reason or motive that drives a person to
make a choice.
…”compe...
ALL BEHAVIOR IS PURPOSEFUL!
O It is our best attempt,
O at the time,
O given our current knowledge and skills,
O to meet o...
Ten Axioms:
1. The only person whose behavior we can control is our own.
2. All we can give another person is information....
Ten Axioms
7. All we do is behave.
8. All behavior is Total Behavior and is made up of
four components: acting, thinking, ...
So choice theory
means:
 
O Choice Theory tells us that we
choose everything we do, it states
that behavior is a constant ...
So, what does that have to
do with the classroom?
O When choice theory is employed in classrooms,
students have a say in w...
O Instruction--Teachers rely on cooperative,
active learning techniques that enhance the
power of the learners. Lead teach...
Students should participate
in rule-making.
Since classroom situations are always changing,
rules should be changeable als...
O Within reason, students should agree with the
rules.
Glasser insists that if the rules make sense and
promise to produce...
Routines
They mostly set through:
O Classroom meetings:
This is a well-known strategy in Glasser’s theory. The
teacher org...
Discipline in the
Glasser model
O Misbehavior according to Glasser stem from 5 basic needs:
survival, love/ belonging, fre...
Discipline in the
Glasser model
However if a misbehavior did really take place in the classroom:
O Glasser believes in Non...
Implication in the
classroom:
Step 1: What Are You Doing?
If a student disrupts the class ask, in a normal. quiet tone of
...
Implication in the
classroom:
O Step 3: We Must Work it Out
Say and mean "We have to work it out". The behaviour cannot
co...
Implication in the
classroom:
O Step 5: Time -out
If disruption continues to occur the student is excluded from
class to a...
Reward and
punishment
O Glasser does not believe in rewards/ punishments
because they are coercive and take away responsib...
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Choice Theory and Reality Therapy

This is a powerpoint presentation about Glasser's reality therapy and its implications in education.

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Choice Theory and Reality Therapy

  1. 1. Glasser’s Choice Reality Theory
  2. 2. The Brain Seeks Two Things: O Emotion This is the “hook” to get students’ attention and peak interest. O Meaning This how the brain can make sense of the information coming in… and anchor it to something it already knows. (These are the reasons for using Activating Strategies… they hook the students in emotionally and then link the new learning to what they already know or have experienced so the brain can create meaning.)
  3. 3. William Glasser’s Choice Theory We all make choices according to basic needs that come from within ourselves. The needs drive our choices and influence how we behave in those choices.
  4. 4. 5 Basic Needs (according to Glasser) o Fun o Freedom o Power o Belonging o Survival
  5. 5. Fun O The need for pleasure O To play O To laugh O Naturally motivating O No one has to bribe you to do these things Try to imagine life without fun…
  6. 6. Freedom O The need for independence O For autonomy O For control over one’s own life O For choice Some students have had little experience with choice…
  7. 7. Power O Empowerment O The need to achieve O To be recognized for achievement/skills O To have a sense of self-worth O To contribute What makes your students feel valued?
  8. 8. Belonging O The need for love O For relationships O Social connection O Part of a group In schools, we must work to make students (parents, teachers) feel they belong…
  9. 9. Survival O Physiological O The need for food, shelter, safety O Safe from bullying Schools should be a safe environment from bodily harm, mental or physical intimidation, abuse.
  10. 10. Characteristics of the 5 basic needs: O Universal O Innate O Overlapping O Satisfied from moment to moment O Conflict with other’s needs
  11. 11. A Compelling Why …is a term used for an emotionally-linked reason or motive that drives a person to make a choice. …”compels” us to want to learn something, commit information to long-term memory, and to recall it when desired.
  12. 12. ALL BEHAVIOR IS PURPOSEFUL! O It is our best attempt, O at the time, O given our current knowledge and skills, O to meet one or more of our basic human needs. Dr. William Glasser
  13. 13. Ten Axioms: 1. The only person whose behavior we can control is our own. 2. All we can give another person is information. 3. All long-lasting psychological problems are relationship problems. 4. The problem relationship is always part of our present life. 5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future. 6. We can only satisfy our needs by satisfying the pictures in our Quality World
  14. 14. Ten Axioms 7. All we do is behave. 8. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology 9. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think. 10. All Total Behavior is designated by verbs and named by the part that is the most recognizable. O Glasser's knowledge on human behavior has been summarized in these axioms; he developed choice theory.
  15. 15. So choice theory means:   O Choice Theory tells us that we choose everything we do, it states that behavior is a constant attempt to satisfy one or more of our five basic needs(power, fun, love belonging, freedom, survival). Those needs are thought to be innate (we are born with them), and we are responsible for the choices we make.
  16. 16. So, what does that have to do with the classroom? O When choice theory is employed in classrooms, students have a say in what they learn, and teachers negotiate both content and method with them. Thus, how and what students learn stems directly from their basic needs. O Curriculum--Teachers must negotiate both content and method with students. Students' basic needs literally help shape how and what they are taught.
  17. 17. O Instruction--Teachers rely on cooperative, active learning techniques that enhance the power of the learners. Lead teachers make sure that all assignments meet some degree of their students' need satisfaction. This secures student loyalty, which carries the class through whatever relatively meaningless tasks might be necessary to satisfy official requirements.
  18. 18. Students should participate in rule-making. Since classroom situations are always changing, rules should be changeable also. When students have a part in making and changing rules, better discipline usually results. Glasser's system is one of the few that emphasizes student participation in rule- making.
  19. 19. O Within reason, students should agree with the rules. Glasser insists that if the rules make sense and promise to produce a better learning situation for all, students will welcome them. O Students should know the consequences of rule breaking. If a student contemplates breaking rules, she should know the consequence. If the consequence is logically related to the misbehavior, better discipline will result , e.g. if you vandalize – you must make restitution.
  20. 20. Routines They mostly set through: O Classroom meetings: This is a well-known strategy in Glasser’s theory. The teacher organizes regular classroom meetings for dealing with a student’s problems, or for revising the overall organization and the curriculum of the class. In the meeting, the students and the teacher sit in a circle facing each other, on a rug or in chairs. The teacher explains the students that each of them are free to express their opinions, thoughts, and feelings during the meeting. It is also said that they are not there to talk about the past, but to talk about present and the future
  21. 21. Discipline in the Glasser model O Misbehavior according to Glasser stem from 5 basic needs: survival, love/ belonging, freedom, fun and power. O He maintains that 95% of all misbehaviour stems from the need for power although love/ belonging he is the most important, as it affects the other needs. O To avoid misbehaviors There are 7 Caring Habits that should be used in the classroom: -supporting -encouraging -listening -accepting -respecting -trusting -negotiating differences
  22. 22. Discipline in the Glasser model However if a misbehavior did really take place in the classroom: O Glasser believes in Non-Coercive Discipline and that students should take responsibility for their actions . O To do this, students and teachers should create student-teacher contracts which allow the student to devise their own goal, plan and solution with minimal direction from the teacher. O And to deal with misbehaving students... O Avoid past actions and respond to what they are doing, what need they are trying to fulfill through their action, and how they are going to fix it . O Then the student and teacher create a contract and agree on solutions to solve the problem.
  23. 23. Implication in the classroom: Step 1: What Are You Doing? If a student disrupts the class ask, in a normal. quiet tone of voice: "What are you doing?" - expect an answer other than "Nothing" or "I don't known. Say it sharply, quickly - not angrily or punitively. Step 2: Is it Working? Is it against the Rules? Ask the student "Is it against the rules?" The student must accept that rules are necessary and are to be obeyed. If the student does not admit the disruptive behavior you declare: "This is what I saw. It is against the rules". Do not enter into an argument with the student.
  24. 24. Implication in the classroom: O Step 3: We Must Work it Out Say and mean "We have to work it out". The behaviour cannot continue, the teacher and student must reach a solution through negotiation. Step 4: Withdrawal A pleasant but isolated place is designated the withdrawal area in the classroom. If the student continues to disrupt, ask the student to move to the spot where work can be continued but where the student is not a part of the class. Movement back to the body of the class is dependent upon agreement to "work it out" with the teacher
  25. 25. Implication in the classroom: O Step 5: Time -out If disruption continues to occur the student is excluded from class to a pre- arranged area. The student must stay there until he or she decides to work out a plan to behave in an acceptable manner and give a commitment to follow through on the plan. Step 6: Suspension If the student continues to disrupt in the time-out room suspension in accordance with Departmental policy must take place. It is important to treat the student with courtesy and emphasize quietly and politely "You have to obey the rules we're happy to have you back when you are ready to follow the rules."
  26. 26. Reward and punishment O Glasser does not believe in rewards/ punishments because they are coercive and take away responsibility from the students (teacher-implemented). O Glasser would prefer students to create their own personal rewards for a job well done. O He believes that consequences should be natural and not teacher-directed . O Glasser believes that punishment is ineffective because it does not allow the student to take responsibility for their actions .

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This is a powerpoint presentation about Glasser's reality therapy and its implications in education.

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