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Rudolf Dreikurs (February 8, 1897, Vienna - May 25, 1972, Chicago) was an American psychiatrist and educator who developed psychologist Alfred Adler's system of individual psychology into a pragmatic method for understanding the purposes of reprehensible behaviour in children and for stimulating cooperative behaviour without punishment or reward. He suggested that human misbehavior is the result of feeling a lack of belonging to one's social group. When this happens the child acts from one of four "mistaken goals": undue attention, power, revenge or avoidance (inadequacy).
Rudolph Dreikurs
Four Goals of Misbehavior
Introduction
Educators need to clearly understand the motivation behind students behavior. Dreikurs (1971) describes the four goals of misbehavior as: attention getting, power, revenge and displays of inadequacy. The following presentation will describe the characteristics of each behavior, which will include four specific management strategies in response to each goal. Further examples of interventions utilized with a particular student will be provided.
Attention Seeking
The student wants to establish her identity through useful contributions. The student will first attempt productive measures. If her teachers and peers do not recognize this, the student will seek further proof of self-reliance and meaningfulness.
Attention Seeking
At this point, the student will try a variety of measures to get attention and ultimately be noticed. Some typical behaviors displayed include, showing off, crying, speaking loudly, using charm, keeping the teacher busy, constantly asking questions (pretending not to understand) and responding overly sensitive to situations (drama queen).
Attention Seeking
Teachers find themselves frequently reminding and redirecting these attention- orientated students. After a while, the teacher is consumed by the students misbehavior and feels frustrated. The teacher begins to feel resentment toward the student because valuable teaching time is lost. The student has met her goal of having the teachers undivided attention by way of unproductive means.
Useful Management Strategies ~ Control Seeking Student At all costs, avoid the trap of the
dysfunctional power struggle and not giving in. Try to help the student feel important without having to challenge authority. Provide various responsibilities in the classroom on a rotating basis. This makes the student feel important without allowing him to become possessive of certain jobs.
Revenge Seeking
The revenge-orientated student usually has a history of unsuccessful attempts of attention seeking behavior and power struggles with authority. This type of student feels that he is treated unfairly and others are out to get him. His goal is to seek revenge by getting back at them. When he hurts others, his goal is accomplished and he actually feels better.
Revenge Seeking
This type of student may do several behaviors in order to obtain his goal, such as; lies, steals, hurts others physically or emotionally, destruction of property and blames others for treating him unfairly.
Revenge Seeking
Teachers have feeling of anger, hurt and frustration toward the student. However, they must set emotions aside and generate an attitude of understanding, assistance and respect (unconditional positive regard). Revengeful behavior usually takes a great deal of time and effort to change. The goal is to help these students learn how to effectively cope and express with feelings of anger, frustration and disappointment.
The goal of the student who displays inadequacy is to be left alone. There are usually two different motivational factors contributing to this goal. The first type is evident in the child who has failed at all attempts of attention, power and revenge seeking behavior. Without gaining a place in the world, she is left with feelings of despair.
Allow the student to engage in fun learning activities with his peers. Organize the groups to ensure that he can exhibit his strengths and assist others in the group. Example, a student enjoys drawing. I helped develop an interest in comic book type art. This student now creates comic books as a hobby. I use this as a reinforcer at school.
References
Dreikurs, R., Grunwald, B., & Pepper, F. (1971). Maintaining sanity in the classroom. New York: Harper Row.
Kounins Principal Teachings Teachers need to know what is going on in all parts of the classroom at all times. Kounin verified that teachers good in discipline displayed this trait, which he called withitness. Good lesson momentum helps keep students on track. Kounin used the term momentum to refer to teachers' starting lessons with dispatch, keeping lessons moving ahead, making transitions among activities efficiently, and bringing lessons to a satisfactory close.
Effective teachers keep students attentive and actively involved. Such student accountability is maintained by regularly calling on students to respond, demonstrate, or explain. Teachers good in behavior management are able to attend to two or more events simultaneously. This skill, which Kounin called overlapping, is shown when teachers answer questions for students doing independent work while at the same time instructing a small group of students.
Jacob Kounin
Focuses on preventive discipline -- techniques and strategies designed to prevent the occurrence of discipline problems in the first place. Good classroom management depends on effective lesson management.
Withitness
Awareness of what is going on in all parts of the classroom at all times.
Overlapping
Being able to attend to two or more issues at the same time.
Effective Transitions
Keeping lessons moving with avoiding abrupt changes.
Group Focus
The ability to keep members of the class or group paying attention to the task
Satiation
Being satisfied or having enough
Providing a feeling of progress Offering challenges throughout the lesson Being enthusiastic Adding VARIETY to the lesson
Fredrick H. Jones
Director of Classroom Management Training Program
Improving teacher effectiveness Emphasis on learner motivation and classroom behavior
Model based on his observations of teachers and their students behaviors Combines Instruction with Motivation
These Non-Verbal Acts Usually Stop Misbehavior and Avoid Verbal Confrontation
Incentive System
Motivates Students to
Do the right thing Maintain on-task Behave properly
Stars, Candy, and Prizes Motivate only the Achievers and Provide no Realistic Expectation
Praise/Prompt/Leave
Have Visual Instruction Plans (VIPs)
Back-Up Systems
What if the student continues to misbehave?
Plan Ahead Sequence of Consequences Remember to have a plan for when the class is out of the classroom
General Guidelines
Set Up the Room to Facilitate Learning Gain Parental Support from the Beginning Pay Attention to Why the Disruptions are Happening Rules
Simple, Clear, Few Posted and Taught (Students know why) Reinforced Consistently, Calmly, and Promptly
Lee Canter
Researched Assertive Discipline Wrote Multiple Books in Classroom Management Research and ideas about Assertive Discipline has been around since the early to mid 70s
Canter Model
Based on thousands of hours of observing effective teachers Discovered that Assertive Discipline helps teachers teach and students learn Marlene Canter help in research and development of model Developed both principles and step of implementation
Principles of Model
Teachers should insist on responsible Behavior Failure to teach comes from poor class control Firm control maintained humanely is liberating. Teachers have basic rights as educators
Assertive Discipline
Stating and teaching expectations early Persistence in stating expectations and wishes Use of a clear, calm, firm voice and eye contact Use of non-verbal gestures that support the verbal statements Influencing student behavior without threats or shouting Broken record technique
Example
Teacher: "Vince, you have work to do. Get away from that window and sit in your seat." Student: "But I want to see the cop give that guy a ticket." Teacher: "I understand, but I want you to sit down now." Student: "'Just one minute, OK?" Teacher: "'No, Vince, I want you to sit down now. Student: "Aw, OK." If student does not obey after third time, then consequences should be placed into action
Rewards should have guidelines and use positive recognition Consequences should be non-violent, consistent, hierarchical organized, and comfortable to use.
Haim Ginott(1922-1973)
A Glimpse of His Life.
Began his career as a school teacher in Israel in 1947 before immigrating to the United States. Then he earned a doctoral degree in clinical psychology, from Columbia university, in 1952. During his work at the guidance clinic, in Jacksonville Florida, he refined his unique combination of compassion and boundary setting. His work had a significant impact on the way adults relate to children. His goal was to help parents and teachers socialize children while simultaneously cultivating their emotional well being. He taught adults how to relate to children in a caring and understanding way without diminishing their authority.
Congruent Communication
Congruent communication is a way of communicating with students that increases self-esteem and decreases conflict. It involves talking with and responding to students in an empathic manner. It also involves appropriate expression of anger, and the use of sane messages that are logical and rational.
Talk to the situation, not to the personality and character is the cardinal rule of communication. (Quote from teacher and child p. 84) When angry, an enlightened teacher remains real. He describes what he sees, what he feels, and what he expects. (P.84) A teacher cannot be artificial and effective. Nothing defeats him more than phoniness. No one can pretend respect and care without being detected. Skill divorced from genuineness is soon unmasked. (P.84)
Congruent
A child spills paint: Oh. I see the paint spilled. We need water and a rag. A child forgot to return his book to the library: Your book needs to be returned to the library. Its overdue A class is getting ready to go to gym and two girls are playing catch with their sneakers: It makes me angry to see that. Sneakers are not for throwing. They are for wearing to the gym.
Incongruent
A child spills paint: You are so clumsy. Why are you so careless? A child forgot to return their book to the library: You are so irresponsible! You always procrastinate and forget. Why didnt you return the book to the library? Teacher goes with his/her first impulse to yell and punish.
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Strengths
The Ginott model is very effective in helping teachers establish positive communication with their students. The focus is on empowering students to develop their own sense of responsibility and independence, and the model creates a venue for teachers to facilitate students progress in this area. Can be incorporated into the use of any discipline model, because the concepts of the Ginott model complement both the more structured discipline models and the less structured discipline models.
Weaknesses
The Ginott model does not give a specific method for dealing with more serious ongoing discipline problems. Many people prefer to have a more structured procedure for dealing with serious misbehavior.
Insufficient support for teachers who are used to a more traditional role in dealing with students.
Case Study
Rhoda, a 12 year old migrant, who has a language deficiency, is coming to school with bad body odor. The students and parents are complaining, and the teacher has chosen to ignore the situation. He had just received a note from the principal stating that he must address the rotten smell emanating from his room.
Objective
Rhoda will have a self-awareness that there is a problem with her personal hygiene.
Solutions
The teacher will indirectly incorporate components of daily hygiene into a math lesson on volume or money. For example teaching students how to measure volume and giving the assignment to measure the volume of water that builds up when they are taking their DAILY shower. Parent-Teacher-Interpreter Conference (Ginotts Way)
Implementation
Conduct math lesson on volume or money, including personal hygiene terminology and correlate it to math problems. Provide worksheets to the students, along with daily hygiene items that will be related to the math lesson. Allow the students to keep the items for use at home. Conduct a parent/teacher/interpreter conference using Ginotts method of parent education: Recitation Sensitization Learning of Concepts Teaching and practice of better skills *Will meet in 2 weeks to review progress
Evaluate
After the lessons were taught there was a noticeable difference in Rhodas personal hygiene for two weeks, and the students complained less. After two weeks the odor returned, and solution two had to be implemented. With the help of the interpreter the parents became aware of the importance of the issue of personal hygiene and the problem was resolved.
Always respect students' privacy. Teachers should never pry when students do not wish to discuss personal matters, but should show they are available should students need to talk.
Use sane messages when correcting misbehavior. Address what the student is doing, don't attack the student's character [personal traits]. Labeling disables. Use communication that is congruent with student's own feelings about the situation and themselves.
References
REFERENCES Ginott, H. G. Teacher and Child New York: Collier Books Macmillan Publishing Company, 1993 Handouts, for this assignment, from Ms. Cavin http://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.html http://www.arfamilies.org/family_life/Educators/ginott_method.htm http://www.betweenparentandchild.com/index.php?s=conten&p=Haim http://en.thinkexist.com/quotes/dr._haim_ginott/ http://eqi.org/ginott.htm www.inspiringthots.net/movie/trs-power.php
Punishment often has negative effects in behavior modification and hence is not used in the classroom. Skinner believed punishment could not extinguish inappropriate behavior.
Years ago many primary grade teachers used behavior modification as their entire discipline system, rewarding students who behaved properly and ignoring those who misbehaved.
Very few teachers now use behavior modification as their discipline system,yet Skinner's principles of reinforcement are applied in classrooms everywhere.