1.

Lupta pentru putere: Dacă un elez intarzie in mod constant la ore, profesorul ar putea sa
ceara evelui să astepte la usa pana primeste “unda verde” de a intra la ore, fara sa deranjeze
clasa.

2. Chacko is fifteen years old and in the seventh grade. Although he is three years older than
the other students, he is small and slight. He comes from a large family with many older
married siblings. There is a new baby at home. His sister, one year younger than him, is also
in the class. The teacher was assigned the class four months prior following a substitute. He
found Chacko to be disruptive and uncooperative. Chacko would wander around the
classroom and speak out of turn regularly. Although there were other disruptive students in
the class, Chacko had a more malicious and arrogant demeanor.

Dreikurs theorized that Chacko sought power and control and was perhaps exhibiting elements of
revenge. The teacher sought to diffuse the situation by being friendly and courteous, yet was at a
loss for an effective strategy. A paddle was supplied by the administration, but the teacher declined
this approach. Dreikurs felt that the paddle more than likely contributed to the disruptive situation in
the classroom and appreciated the teacher's approach. The teacher found it difficult to maintain
group discussions on discipline in the classroom due to disruptions.

He observed that Chacko migrated to the larger, more rugged boys in the class, often trading
punches. Chacko once displayed a switchblade, which the teacher firmly asked him to leave at home.
Dreikurs observed that the teacher did the right thing in not confiscating the knife because Chacko
respected the teacher's instructions and did not display the knife again.

One day when the teacher observed Chacko out of his seat again, he asked Chacko why he was not
seated. Chacko responded that he needed to find his book. It had been fifteen minutes since the
assignment requiring the book had begun, so the teacher replied that perhaps Chacko better sit
down before he lost his seat. This was greeted with laughter by the class. Driekurs explained the
successful strategy of using humor to win the class over to his side. "Solitation of group pressure is by
and large a powerful and effective method" (Dreikurs, 1968). Chacko no longer held power and as a
result conformed to the classroom expectation of remaining seated.

(contrulul puterii)

High School Case Study

Hal is the eldest of two children and a student in the teacher's eleventh grade English class.
Paul's parents were divorced when he was eleven years old. His mother usually worked in
the evenings leaving Paul and his brother on their own. Paul seldom did the assignments,
rarely participated in class discussions, and was often absent. Paul and two classmates were
caught robbing a home and had succeeded in robberies before. Paul was the ring-leader. All
three were put on probation. When at school, Paul appeared nervous and assumed
everyone was out to get him. For example, if the teacher happened to look his way, Hal
would respond, "What are you watching me for?" Dreikurs explains that Paul defensive
attitude is a result of being pushed around and that because Paul expects this treatment, he
unintentionally provokes it. Paul is seeking revenge against a society in which he has no
place (Dreikurs, 1968).

When studying drama, the teacher asked Paul to read for a part in a play. Paul did very well
and was awarded a leading role on the condition that he keep up with classwork and attend
all rehearsals. Dreikurs noted that Paul was ambitious and capable, as evidenced by his
criminal activities (Dreikurs, 1968).

By incorporating Hal into the framework of productive society, Hal could now use his talents
appropriately. By taking a chance on Paul, the teacher facilitated a situation in which Paul
gained confidence and cooperated throughout the remainder of the school year. Dreikurs felt
that it probably was not solely the play that was responsible for the changes in Paul. Dreikurs
added the teacher must have employed a great deal of encouragement and understanding
as well (Dreikurs, 1968).