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Democratic TeachingGoh Qin KaiChee Kar MeiLai XianyieRudolf Dreikurs

Table of ContentAbout Rudolf DreikursDefinition and description of Democratic TeachingApproaches or StrategiesTechniques that can be used based on Dreikurs ideasStrengths and weaknesses Practicality of the theory in a local ESL classroomWhether the theory appeals to us and reasons

About Rudolf Dreikurs

Rudolf DreikursBorn: February 8, 1897 (Vienna, Austria)Died: May 25, 1972 (Chicago, Illinois)He isEducatorPsychiatrist

Alfred Adlers system of individual psychology

Democratic Teaching

(ULM Classroom Management, 2015)

Definition and Description of Democratic Teaching

Democracy Majority rule.The principles of social equality and respect for the individual within a community.Oxford Dictionary

Classroom ManagementHow a teacher control a class?What ways does the teacher use to discipline the students?Classroom Management requires teacher to foster conducive learning environment that raises students self-motivation, social interaction and active learning. (Burden, 2006).

Democratic TeachingTeacher should teach with democratic rather than autocratic or permissive. (Dreikurs, 1968)AutocraticDemocratic Permissive

I told you to do it now so you must do it.No matter what you want to do is all right. I know you will do the right thing.

Mistaken goals(Charles, 2007)

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Logical ConsequencesTeacher should set classroom rules with the agreement of the students.(Manning & Bucher, 2003)Teacher should implement logical consequences rather than punishment if rules are broken.(Dreikurs & Grey, 1968)

Approaches or Strategies

Democratic Teaching

involve both the teacher and pupils in the decision making processavoid misbehaviour in a classroom by using words of encouragementprovide pupils with logical and natural consequences to support responsibility and avoid punishment (Gimbert, 2002)provide teaching environment that supports pupils sense of belonging (Sheffler, 2009)

Involve both the teacher and pupils in the decision making processcome up with a set of classroom rules as a group (Burden, 2006)

sense of understanding for the reasons behind rules and consequences

Developing rules

Rules define: What behaviour the teacher expectsWhat the students should do How the class is conducted or how the day is structuredRules may also contain: Consequences when rules are brokenRewards when rules are followed

Avoid misbehaviour in a classroom by using words of encouragement

Encourage pupils rather than praise themEncouragement: supports the processPraise: supports the completionProvide authentic encouragement as difficult or complex tasks are occurring (Sadson, 2010)

Provide pupils with logical and natural consequences to support responsibility and avoid punishment

Logical consequences require pupils to make right of what they have done wrong. (Charney, 2011)

They would know in advance the consequences of their misbehaviour because they are a part in formulating the consequences.

Punishment is humiliating and offensive to pupils.

Two types of Consequences

Examples of Logical ConsequencesBehaviorA student writes on a school desk.

A student destroys anothers property.

A student refuses to completeassignments during class.

Logical ConsequenceThe student must clean the desk.

The student (not the parent) must pay for the property.

The student does the work duringrecess or before/after school.

Provide teaching environment that supports pupils sense of belonging

Techniques that can be used based on Dreikurs ideas

(Burden, 2006)

Strengths and weaknesses of the theory of Democratic teaching

Encouragement (Positive reinforcement)Dreikurs - natural/logical consequences and the process of encouragement are the most useful techniques for preventing discipline problems.

According to Dreikurs, encouragement is more important than any other aspect of child raising. Encouragement corresponds to childrens goals. Encouragement focuses on effort rather than achievement, Encouragement motivates them to continue trying. Praise is very different from encouragement. It focuses on the level of achievement.What is encouragement? what is praise ?

Form mutual respectAn interaction and communication process between the teacher and pupils is often two way.Pupils are encouraged to air their opinions through discussion.Teacher set rules together with the pupils.Compliments good teaching by providing a caring classroom community using student centered techniques.

Form mutual respectAn interaction and communication process between the teacher and pupils is often two way.Pupils are encouraged to air their opinions through discussion.Teacher set rules together with the pupils. Sonmez (2003)Compliments good teaching by providing a caring classroom community using student centered techniques.

Logical consequences works better than punishmentsPunishments will never let pupils to think logically;Consequences enable pupils to think before they act. Allows students to take responsibilities for their own actions to help establish class rules.

Difficult to respond to non controllable pupilsTeacher might face difficulties in teaching non controllable pupils because teacher is not encourage to punish the pupils.Dreikurs did not believe that punishment is one of the techniques to prevent disciplinary problems.

Trouble determining the actual motivesStudents may not admit their real motives, either because they believe that their motives are unacceptable or because they do not know what they are. (Morris, 1996)

Practicality of the theory in a local ESL classroom

Identifying mistaken goalsTeacher must first identify why the students misbehave (Manning & Bucher, 2013).Relate the mistaken goals with the students background (culture and practice, surroundings, maturity), family relationship, personal feelings and relationship with peers.Example:

students feel incapable of achieving academically tends to sleep and daydream in classTeacher should approach students personally to know their mistaken goals.

Using encouragement rather than praiseFor every tasks done by the students, the teacher must encourage the students more (Kizlik, 2014).

Praise: You are very good.Encouragement: Keep up the good work.Teacher should use words that motivate students to keep on their good work especially for the weaker ones (Khan, 2011).rural areas studentsstudents who cannot speak well due to their mother tonguestudents who are demotivated in learning

Teachers roles and responsibilities

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Whether the theory appeal to us and Reasons

References

Pedersen, P & Carey, J. C. (1994). Multicultural counseling in schools: Practical handbook. Needham Heights, Massachusettes: Allyn and Bacon.

Grossman, H. (1995). Teaching in a diverse society. Needham Heights, Massachusettes: Allyn and Bacon.

Larrivee, B. (1988). Authentic classroom management: Creating a learning community and building reflective practice. Boston: Pearson Education, Inc.

Manning, M. L. & Bucher, K. T. (2013). Classroom management: Models, applications and cases. New Jersey: Pearson Education, Inc.

Hardin, C. J. (2008). Effective classroom management: Models and strategies for todays classroom (2nd ed). New Jersey: Pearson Education, Inc.

Burden, P. R. (2006). Classroom management: Creating a successful K-12 learning community. New Jersey: John Wiley & Sons, Inc.

Haliza Hamzah, Samuel, J. N. & Rafidah Kastawi. (2008). Child development: for Program Perguruan Pendidikan Rendah Pengajian Empat Tahun. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

Charles, C. M. (2007). Building classroom discipline (9th ed). Needham Heights, Massachusettes: Allyn and Bacon.

ULM Classroom Management. (2015). Rudolf Dreikurs. Retrieved on 21 January 2015 from https://ulmclassroommanagement.wikispaces.com/Rudolf+Dreikurs

Khan, R. (2011). How do the best teachers speak to students or praise them to encourage learning, effort, motivation, and curiosity? Retrieved from: http://www.quora.com/How-do-the-best-teachers-speak-to-students-or-praise-them-to-encourage-learning-effort-motivation-and-curiosity

Kizlik, B. (2014). Education information for new and future teachers. Retrieved from: http://www.adprima.com/managing.htm

Richards, J, C. & Bohlke, D. (2011). Creating Effective Language Lesson. Retrieved from: http://www.cambridge.org/other_files/downloads/esl/fourcorners/Pedagogical_Books/Creating-Effective-Language-Lessons-Combined.pdf

Nelson, J. (1985). The three Rs of logical consequences, the three Rs of punishment, and six steps for winning children over. Individual psychology, 42, 161-165

Kesici, sahin (2008). Teachers opinion about building a democratic classroom. Retrieved from: http://www.freepatentsonline.com/article/Journal-Instructional-Psychology/181365768.html

Sonmez, V. (2003) Dizgeli egitimle Sinif ortaminda dogrudan demokrasi. [Direct democracy in classroom environment via Systematic learning] Egitim Arastirmalari [Eurasian Journal of Educational Research]. 11, 64-72. Retrieved from: http://www.freepatentsonline.com/article/Journal-Instructional-Psychology/181365768.html

Morris, (1996). Chapter 5. Logical consequences. Retrieved from: https://www2.bc.edu/~peck/Dreikurs.pdf