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
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
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.
36.
Refuse the fight
37. Change the subject
38. Use time out
39. Establish consequences
Teachers should
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
44. To Help
Provide tutoring
45. Avoid criticism
46. Stress that making mistakes is okay
47. Build confidence
48. Acknowledging effort
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.
50. PUNISHMENT
Dreikurs does not believe in the use of punishment,
reinforcement or praise.
Natural and logical consequences
Encouragement
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
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?
76. 3 TYPES OF TEACHERS
Autocratic
Permissive
Democratic
77. 3 TYPES OF TEACHERS
Autocratic
Permissive
Democratic
78. Autocratic
79. Permissive
80. Democratic
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
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.