Click to edit Master subtitle style Rudolf Dreikurs By Dan Macdonald and Hannah Botsford
BACKGROUND Founder and the medical director of the Community Child
Guidance Center of Chicago
Consultant in public schools
Influenced by social psychologist Alfred Adler
All Humans want to belong and be accepted by others.
All behavior, including misbehavior is orderly, purposeful and, directed toward achieving social approval
Theory Dreikurs suggested that a behavior is a result of a
individual’s needs.
He also believed that our behavior and our choices are the result of our own biased interpretations of the world in front of us.
Human beings all have a need to belong and be accepted. When a student is unsuccessful in obtaining acceptance, a
pattern of misbehavior begins.
All misbehavior is the result of a child’s mistaken assumption about how to find a place and gain status.
Four Goal Types That Motivate Misbehavior
Attention getting
Power and control
Revenge
Helplessness or inadequacy
“Attention Getting” Most common goal for most children Annoying in class Distract their teachers
Show off Lazy Disruptive Ask irrelevant questions
Only function appropriately through teacher approval When asked to stop, will comply but will start again
later
Giving Attention Increases Misbehavior
Instead… Ignore the behavior, give “the eye” Legitimizing the proper behavior: using another
student with proper behavior, have the whole class join in the behavior
Doing the unexpected: turning out the lights, changing the voice, playing a musical sound
Distracting the student: ask a direct question Noticing appropriate behavior: thank the students,
write well-behaved students’ names on the board
“Power and Control”
When children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers.
Teachers never win Children win because society expects adults to behave
in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient.
When asked to stop, they become defiant, and increase negative behavior and challenge the adult.
Avoid putting pressure on children to make them behave appropriately
“Revenge”
Student feels unable to gain attention or power. Believes that others have deliberately tried to hurt them
and attempts to get even. Convinced that nobody likes them “If I’m hurting, then I have the right to hurt others.”
physically or psychologically. Hits or kicks others Destroys property.
“Helplessness or Inadequacy”
Child has given up on the possibility of being a member of the group
This child wishes not to be seen Wants to be left alone Rejects social contact, refuses to try most
educational demands
To Help…
Provide tutoring Avoid criticism Stress that making mistakes is okay Build confidence Acknowledging effort
How does a teacher understand the goal of the misbehaving child?
If the teacher feels annoyed, then the child’s goal is attention getting.
If the teacher feels beaten or intimidated, then the child’s goal is power.
If the teacher feels hurt, then the child’s goal is revenge.
If the teacher feels incapable, then the child’s goal is helplessness.
PUNISHMENT Dreikurs does not believe in the use of
punishment, reinforcement or praise.
Natural and logical consequences
Encouragement
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Praise vs. EncouragementEncouragement
Corresponds to children’s goals.
Focuses on effort rather than achievement
Positive feedback Motivates them to
continue trying Acknowledgement of effort Self Message between equals Stimulates cooperation Stimulates helpfulness
Praise Focuses on the level of
achievement. Given for a completed
achievement Tells students they have
satisfied the demands of others
Patronizing Creates a superior
position. Stimulates competition Stimulates selfishness
Tips for Teachers Always speak in positive terms, never be negative Be democratic rather than autocratic or permissive Encourage students to strive for improvement, not perfection Emphasize student strengths while minimizing weaknesses. Help students learn from mistakes, which are valuable in learning Encourage independence and the assumption of responsibility Show faith in students, offer them help in overcoming the obstacles. Encourage students to help each other Be optimistic and enthusiastic a positive outlook is contagious. Use encouraging remarks such as, “you have improved”, can I help
you?”
PROS
Students and teachers can learn how to communicate constructively.
Based largely on respect and learning about compromise and consequences
Students learn to be independent They learn how to take responsibility for
themselves and their actions
CONS Inexperienced teachers may have trouble
identifying the different students and their motives
In a large classroom of 20 or more students, teachers cannot always have the time to determine the objectives of each student
Puts all the blame on the students. Some situations can be misleading and not have
a clear natural or logical consequence.