Behaviour & Classroom Management (EDU 3104)

SOCIAL DISCIPLINE MODEL OF RUDOLF DREIKUR : DREIKUR S LOGICAL CONSEQUENCES

A Child Needs Encouragement Like A Plant Needs Water

Presented by : Theebann Mahendran P3P

Rudolph Dreikurs Biography

Born in Vienna, Austria Educated at University of Vienna Student and colleague of social psychiatrist, Alfred Alder Immigrated to the U.S. in 1937 Founded the Alfred Alder institutes of Chicago Author of several books designed for parents and teachers on child behavior and positive discipline Pioneered Positive (Judicious) Discipline

Logical Consequences
According to Albert and Nelsen (n.d.), a major focus of Logical Consequences is: to control student behaviour while helping students to recognise the consequences of their decision. Dreikurs believes that although some degree of force could be applied to children a generation or two ago, current social conditions necessitate use of more DEMOCRATIC PROCEDURES when dealing with children.

The premise behind Logical Consequences is not to control the behaviour but:  to help assisting young learners in taking responsibility for their actions and behaviours in the classroom.

Underlying Assumption of Logical Consequences All students desire and need social recognition Inappropriate behavior is motivated by a need to gain attention, exercise power, exact revenge, or display inadequacy (helplessness) Sense of belonging & encouragement

Inappropriate behaviour can be terminated by helping students find legitimate ways to satisfy their needs.

Goals of Misbehaviour
When students feel they do not belong in the classroom, that when..
1) They have no power 2) They have been wronged

or
3) That they cannot achieve the desired behaviour

Perception and feelings become action (negative or positive behaviour)

In order to deal with that action, teacher must understand the goal of students behaviour by exercising FOUR students goals:
Gaining attention Exercising power Exacting revenge Displaying inadequacy (helplessness)

 If children cannot gain attention as a result of their positive behaviors, they will seek out attention by using inappropriate Gaining behaviors. Children who seek excessive attention are often a Attention nuisance in class. Adler (1996) states that, Young people dont lose their temper but they use it. This accurately describe the student who is in power Exercising seeking. This situation occurs when the student fails to gain Power attention they seek, they often engage in POWER STRUGGLE. Revenge-seeking behaviour is the result of a long series of discouragements in which the student has decided that there is no way to acquire the attention or power desired, and that revenge will make up for the lack of belonging.

Exacting Revenge

Children who fail to achieve a sense of self-worth through attention, power or revenge often become so discouraged that Displaying Inadequacy they give up and seek to wrap themselves in a cloak of inadequacy.

Teaching style:
Permissive (not strict in discipline) Autocratic Fails to realize how critical rules are in classroom. They allow their students to behave as they wish. The result is general chaos and poor learning atmosphere

Logical consequences

Democratic Students are allowed to participate in making decisions about what is studied as well as in making rules.
Children in their classroom are free to explore, discover, and choose their own way of learning as they increasingly assume personal responsibility.

Teacher force their will on their students. Force rather than motivate students to work and they punish those who refuse to conform.

STRENGTH OF THIS MODEL

It promotes mutual respect between the teacher and student

It helps students to learn and correct their misbehaviour

This model incorporates a preventive approach to discipline

Relies on logical consequences instead of arbitrary punishments (unreasonable or unfair punishment) and systematic reinforcement

WEAKNESS OF THIS MODEL

It takes a long time to build up students trust

Teachers may have a problem dealing with the complexity of engaging in a dialogue with their students

Dreikur has made following suggestion:

Be democratic rather than autocratic or permissive in the classroom procedures and social interactions with students Help students learn from mistakes, which are valuable in learning Show faith in students; offer them help in overcoming the obstacles Use encouraging remarks such as, you have improved, can I help you? Be optimistic and enthusiastic a positive outlook is contagious between students and students and also between teacher and students. Always speak in positive terms, never be negative; and encourage students to help each other

Examples of logical consequences

1. If a student writes on the walls of the school, The teacher may keep her after school (punishment) The teacher may ask the student to clean the walls (logical consequence) 2. If a student damages classroom materials, The teacher may send a note to the students parents (punishment) The teacher may prevent the students use of classroom materials until he chooses to use them properly (logical consequence) 3. If a student is late for the class, The teacher may keep her after school (punishment) The teacher may ask the student to wait at the door until she receives a signal that her late arrival will no longer disturb the class (logical consequence)

References:
http://8models.wikispaces.com/Logical+Consequences+-+Dreikurs http://www.metu.edu.tr/~e133376/project/suggestions.htm http://www.scribd.com/m_siraj/d/17722580-Lect-10-11-Rudolf-Dreikurs http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf http://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20M odel%20of%20Rudolf%20Dreikurs.htm