Rudolph Dreikurs

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Rudolph Dreikurs

• 1897-1972

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Rudolph DreikursConcepts of Classroom Management

• Background
• Democratic Teaching
• Mistaken Goals
• Logical Consequences
• Encouragement

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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

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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

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Democratic Teaching

• What is Democratic Teaching?
• Characteristics
• Autocrat vs. Democrat

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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 teachers way of disciplining is based on
  mutual respect

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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

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Democrat Vs. Autocrat

• Democrat
• Leader
• Invitation
• Influence
• Sell Ideas
• Encouragement
• Team

• Autocrat
• Boss
• Command
• Power
• Impose Ideas
• Criticism
• One person

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4 Mistaken Goals

• Attention Getting
• Power Seeking
• Revenge
• Feelings of Inadequacy

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Attention Getting

• Student Feels Insignificant
• Misbehaves for Attention
• Teachers Emotion Annoyed

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Power Seeking

• Student Feels Powerless
• Defies the Teacher
• Teachers Emotion Threatened

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Revenge

• Student Feels Wrongly Disciplined or Embarrassed
• Becomes Outwardly Hostile
• May Intentionally Hurt Others
• Teachers Emotion Hurt

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Feelings of Inadequacy

• Student Feels Hopeless and Inferior
• Gives Up and Avoids Others
• Teachers Emotion Discouraged

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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.

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Logical Consequences ? Punishment

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Logical Consequences ? Natural Consequences

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Encouragement

• Encouragement boosts self-esteem and confidence
• Express faith, promote security
• High expectations enhance encouragement

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Encouragement more than praise

• Praise can become source of self-worth
• Use encouragement to recognize effort, rather
  than praise to reward accomplishment.

• Praise
• You are always on time.
• I'm so proud of your artwork.
• You are the best helper I ever had.

• Encouragement
• You sure make an effort to be on time.
• It is nice to see that you enjoy art.
• The room looks very neat since you straightened
  the bookshelves.

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Methods of Encouragement

• Show faith in the child
• Teachers faith will promote childs 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

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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

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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

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Bibliography

• Alfred Adler Institute of San Francisco. Basic
  Principles of Classical Adlerian
  Psychology. Retrieved on Jan 22, 2004 from
  lthttp//ourworld.compuserve.com/homepages/hstein/p
  rincipl.htmgt
• Carson, R. N. 1996. Reaction to Presidential
  Address of Ronald Butchart. American Educational
  Studies, 27207-216.
• 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 lthttp//www.noogenesis.com/malama/encour
  agement.htmlgt
• Edwards, C. H. 1993. Classroom Discipline and
  Management. New York , NY. Macmillan.
• Jones, V. F. 1995. Comprehensive Classroom
  Management. Boston, MA. Allyn Bacon.
• Manning, M. L. and Bucher, K. T. 2003. Classroom
  management models, applications, and cases.
  Upper Saddle River, NJ. Prentice Hall.
• Wolfgang, C. H. 1986. Solving Discipline
  Problems. Boston, MA. Allyn Bacon.