THE SOCIAL DISCIPLINE MODEL OF RUDOLF DREIKURS

Rudolf Dreikurs was the founder and the medical director of the Community Child
Guidance Centre of Chicago. He spent much of his life as a consultant in public
schools explaining how his theories could be translated into practice for
classroom management and discipline. Dreikurss writings were influenced by
social psychologist Alfred Adler. Adler believed that the central motivation of all
humans is to belong and be accepted by others. First of all humans are social
beings. Thus, all behavior, including misbehavior:

is orderly,

purposeful and,

directed toward achieving social approval

Dreikurs suggested that a behavior is a result of individuals purposes. We do not

simply react to forces that confront us from the outside world. Our behavior is
the result of our own biased interpretations of the world. We do not act according
to the reality that surrounds us, but rather according to our own subjective
assessment of it. Dreikurs suggested that a behavior is a result of individuals
purposes. We do not simply react to forces that confront us from the outside
world. Our behavior is the result of our own biased interpretations of the world.
We do not act according to the reality that surrounds us, but rather according to
our own subjective assessment of it. Unfortunately, when situations are open to
personal interpretations, individuals make unavoidable mistakes in perception.
When we choose how to behave, we almost never have all the facts we need to
make adequate choices. Therefore, our choices are subjective. Only a few people
investigate the conditions present in particular situations. We make assumptions
and believe that these assumptions are true. 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
childs mistaken assumption about how to find a place and gain status.
Dreikurs identified four types of goals that motivates childrens misbehaviors:
1) Attention getting
2) Power and control
3) Revenge
4) Helplessness or inadequacy
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.Preventing discipline problems:

Dreikurs did not believe in the use of punishment, reinforcement or praise.

Instead, he believes that natural/logical consequences and the process of
encouragement are the most useful techniques for preventing discipline
problems. Praise vs. Encouragement According to Dreikurs, encouragement is
more important than any other aspect of child raising because a misbehaving
child is a discouraged child. Encouragement corresponds so well to childrens
goals. Children seek approval and encouragement is a legitimate way to do it.
Encouragement focuses on effort rather than achievement, so it gives positive
feedback to children who are trying hard but may be unsuccessful.
Encouragement motivates them to continue trying. Praise is very different from
encouragement. It focuses on the level of achievement.
Praise
1) Praise
2) Praise
3) Praise
4) Praise
5) Praise

is a reward given for a completed achiement

tells students they have satisfied the demands of others
is patronizing. The person who praises has a superior position.
stimulates competition
stimulates selfishness

Encouragement
1) Encouragement is a acknowledgement of an effort
2) Encouragement helps students evaluate their own performance
3) Encouragement is a message between equals.
4) Encouragement stimulates cooperation
5) Encourag. stimulates helpfulness
Eg:

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)

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)

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)