Transcript Rudolph Dreikurs

Rudolph Dreikurs
1897-1972
Rudolph Dreikurs
Concepts of Classroom Management
Background
II. Democratic Teaching
III. Mistaken Goals
IV. Logical Consequences
V. Encouragement
I.
Dreikurs:
Background
Information
• Born in Vienna, Austria in 1897
• Emigrated to U.S. in 1937
• Became director of Alfred Adler
Institute in Chicago
• Founder & medical director of
Community Child Guidance Center
of Chicago
Fundamentals of Adlerian
Psychology
Establishing connection to self and
community
Creating unique long term goals
All behavior has social meaning and
purpose
Social interpretation of defense
mechanisms
Democratic Teaching
What is Democratic Teaching?
Characteristics
Autocrat vs. Democrat
What is Democratic
Teaching?
Democratic teaching is a teaching
style where:
– The teacher acts as a responsible
guide
– The teacher believes quiet action is
more effective than words
– The teacher’s way of disciplining is
based on mutual respect
Characteristics
Friendly but firm
Work is well planned
Respect by listening
Always encouraging
Encourages group work
Involve students in classroom
responsibilities
Sincere but have a natural sense of humor
Democrat Vs. Autocrat
Democrat
– Leader
– Invitation
– Influence
– Sell Ideas
– Encouragement
– Team
– Autocrat
Boss
Command
Power
Impose Ideas
Criticism
One person
4 Mistaken Goals
Attention Getting
Power Seeking
Revenge
Feelings of
Inadequacy
Attention Getting
Student Feels
Insignificant
Misbehaves for
Attention
Teacher’s Emotion
= Annoyed
Power Seeking
Student Feels
Powerless
Defies the Teacher
Teacher’s Emotion
= Threatened
Revenge
Student Feels
Wrongly
Disciplined or
Embarrassed
Becomes
Outwardly Hostile
May Intentionally
Hurt Others
Teacher’s Emotion
= Hurt
Feelings of Inadequacy
Student Feels Hopeless
and Inferior
Gives Up and Avoids
Others
Teacher’s Emotion =
Discouraged
Logical Consequences
Key Tenet:
Children should be given a choice rather
than forced to behave as directed.
Logical consequences must be explained,
understood, and agreed upon by the
students.
Logical consequences are contrived and
then applied as necessary to influence
students’ behavior.
Logical Consequences ≠
Punishment
Logical Consequences ≠ Natural
Consequences
Encouragement
Encouragement boosts self-esteem
and confidence
Express faith, promote “security”
High expectations enhance
encouragement
Encouragement more than praise
Praise can become source of self-worth
Use encouragement to recognize effort,
rather than praise to reward
accomplishment.
Encouragement
Praise
You sure make an effort to
be on time.
You are always on time.
It is nice to see that you
enjoy art.
I'm so proud of your
artwork.
The room looks very neat
since you straightened the
bookshelves.
You are the best helper I
ever had.
Methods of Encouragement
Show faith in the child
 Teacher’s faith will promote child’s faith in
self
Create self-confidence, build self-respect
 Challenging tasks: “I know you can do it”
Utilize and integrate the group
 Address individual differences to find place for
each child in group
Recognize strengths and assets
 Avoid focusing on mistakes, seek out strengths
to build relationship
Advantages
Promotes trust, respect, and communication
among teachers and students
 Fair discipline through logical consequences
helps students understand their behavior and
teaches correct behavior
 Understanding student behavior contributes to
safer schools and a caring classroom
environment
 Promotes autonomy

Disadvantages
 Difficulty determining motives of students
 Difficult to come up with logical consequences
on the spot
 Autocratic or permissive teachers may not
accept democratic perspectives
 Students may not understand goals and rules as
the teacher does
 Problems communicating desired outcomes with
students
Bibliography
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10.
Alfred Adler Institute of San Francisco. Basic Principles of Classical
Adlerian Psychology. Retrieved on Jan 22, 2004 from
<http://ourworld.compuserve.com/homepages/hstein/principl.htm>
Carson, R. N. 1996. Reaction to Presidential Address of Ronald
Butchart. American Educational Studies, 27:207-216.
Dinkmeyer, D. and Dreikurs, R. 1963. Encouraging children to learn: the
encouragement process. Englewood Cliffs, NJ. Prentice-Hall.
Dreikurs, R. 1957. Psychology in the classroom: a manual for teachers.
New York , NY. Harper & Row.
Dreikurs, R. and Cassel, P. 1972. Discipline without tears. New York,
NY. Hawthorn Books.
Dreikurs, R., Grunwald, B. B. and Pepper, F. C. 1971. Maintaining sanity
in the classroom. New York , NY. Harper & Row. Retrieved on Jan 24,
2004 from <http://www.noogenesis.com/malama/encouragement.html>
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