1. 1. Rudolf Dreikurs ByDan MacdonaldandHannah Botsford
2. 2. BACKGROUND
   • Founder and the medical director of the Community Child Guidance Center of Chicago
   • 3. Consultant in public schools
   • 4. Influenced by social psychologist Alfred Adler
   • 5. All Humans want to belong and be accepted by others.
   • 6. All behavior, including misbehavior is orderly, purposeful and, directed toward achieving social approval
3. 7. Theory
   • Dreikurs suggested that a behavior is a result ofa individuals needs.
   • 8. He also believed that our behavior and our choices are the result of our own biased interpretations of the world in front of us.
   • 9. Human beings all have a need to belong and be accepted.
   • 10. When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins.
   • 11. All misbehavior is the result of a childs mistaken assumption about how to find a place and gain status.
4. 12. Four Goal Types That Motivate Misbehavior Attention getting Power and control Revenge Helplessness or inadequacy
5. 13. Attention Getting
   • Most common goal for most children
   • 14. Annoying in class
   • 15. Distract their teachers
   • • Show off
     • 16. Lazy
     • 17. Disruptive
     • 18. Ask irrelevant questions
   • Only function appropriately through teacher approval
   • 19. When asked to stop, will comply but will start again later
6. 20. Giving Attention Increases Misbehavior Instead
   • Ignore the behavior, give the eye
   • 21. Legitimizing the proper behavior: using another student with proper behavior, have the whole class join in the behavior
   • 22. Doing the unexpected: turning out the lights, changing the voice, playing a musical sound
   • 23. Distracting the student: ask a direct question
   • 24. Noticing appropriate behavior: thank the students, write well-behaved students names on the board
7. 25. Power and Control
   • When children fail to gain all the attention they seek, they often engage in a power struggle with parents and teachers.
   • 26. Teachers never win
   • 27. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient.
   • 28. When asked to stop, they become defiant, and increase negative behavior and challenge the adult.
   • 29. Avoid putting pressure on children to make them behave appropriately
8. 30. Revenge
   • Student feels unable to gain attention or power.
   • 31. Believes that others have deliberately tried to hurt them and attempts to get even.
   • 32. Convinced that nobody likes them
   • 33. If Im hurting, then I have the right to hurt others.
   • • physically or psychologically.
     • 34. Hits or kicks others
     • 35. Destroys property.
9. 36.
   • Refuse the fight
   • 37. Change the subject
   • 38. Use time out
   • 39. Establish consequences
   Teachers should
10. 40. Helplessness or Inadequacy
    • Child has given up on the possibility of being a member of the group
    • 41. This child wishes not to be seen
    • 42. Wants to be left alone
    • 43. Rejects social contact, refuses to try most educational demands
11. 44. To Help
    • Provide tutoring
    • 45. Avoid criticism
    • 46. Stress that making mistakes is okay
    • 47. Build confidence
    • 48. Acknowledging effort
12. 49. How does a teacher understand the goal of the misbehaving child?
    • If the teacher feels annoyed, then the childs goal is attention getting.
    • If the teacher feels beaten or intimidated, then the childs goal is power.
    • If the teacher feels hurt, then the childs goal is revenge.
    • If the teacher feels incapable, then the childs goal is helplessness.
13. 50. PUNISHMENT
    • Dreikurs does not believe in the use of punishment, reinforcement or praise.
    • Natural and logical consequences
    • Encouragement
14. 51. Praise vs. Encouragement Encouragement
    • • Corresponds to childrens goals.
      • 52. Focuses on effort rather than achievement
      • 53. Positive feedback
      • 54. Motivates them to continue trying
      • 55. Acknowledgement of effort
      • 56. Self
      • 57. Message between equals
      • 58. Stimulates cooperation
      • 59. Stimulates helpfulness
    Praise
    • • Focuses on the level of achievement.
      • 60. Given for a completed achievement
      • 61. Tells students they have satisfied the demands of others
      • 62. Patronizing
      • 63. Creates a superior position.
      • 64. Stimulates competition
      • 65. Stimulates selfishness
15. 66. Tips for Teachers
    • Always speak in positive terms, never be negative
    • 67. Be democratic rather than autocratic or permissive
    • 68. Encourage students to strive for improvement, not perfection
    • 69. Emphasize student strengths while minimizing weaknesses.
    • 70. Help students learn from mistakes, which are valuable in learning
    • 71. Encourage independence and the assumption of responsibility
    • 72. Show faith in students, offer them help in overcoming the obstacles.
    • 73. Encourage students to help each other
    • 74. Be optimistic and enthusiastica positive outlook is contagious.
    • 75. Use encouraging remarks such as, you have improved, can I help you?
16. 76. 3 TYPES OF TEACHERS
    • Autocratic
    • Permissive
    • Democratic
17. 77. 3 TYPES OF TEACHERS
    • Autocratic
    • Permissive
    • Democratic
18. 78. Autocratic
19. 79. Permissive
20. 80. Democratic
21. 81. PROS
    • Students and teachers can learn how to communicate constructively.
    • 82. Based largely on respect and learning about compromise and consequences
    • 83. Students learn to be independent
    • 84. They learn how to take responsibility for themselves and their actions
22. 85. CONS
    • Inexperienced teachers may have trouble identifying the different students and their motives
    • 86. In a large classroom of 20 or more students, teachers cannot always have the time to determine the objectives of each student
    • 87. Puts all the blame on the students.
    • 88. Some situations can be misleading and not have a clear natural or logical consequence.
23. 89. Questions or Comments?