Dreikurs democratic discipline

The approaches / strategies the

theories applies
Approaches
Based on understanding the motivations
behind student behaviours
Mistaken goals


Displaying inadequacy
Revenge seeking
Power seeking
Attention getting
Steps for teachers dealing with
mistaken goals
Identify the students mistaken goals
Comfort the student in a nonthreatening
manner
Explore with the student his or her motivation


Key Principle for Teachers
If the teacher Then the students goal is
Feels annoyed
Feels threatened
Feels hurt
Feels helpless
Getting attention
Seeking power
Getting revenge
Displaying inadequacy
If the student Then the goal is
Stops the behaviour but then repeats it
Refuses to stop
Become hostile
Refuses to cooperate or participate
Getting attention
Seeking power
Getting revenge
Displaying inadequacy
Mistaken Goals: Students purpose
and Teachers thinking
Mistaken Goals Students message /
purpose
Teachers Thinking/ Feelings
Attention Getting
Look at me!
- Tries to keep teachers
attention on self
- This student occupies too
much of my time
- I wish he or she would stop
bothering
- Annoyed
- Irritated
Power Seeking You cant make me!
- Tries to control teacher
and dominate situation
- He or she cant get away
with this.
- Threatened
- Angry
- Provoked
- Defeated
Mistaken Goals: Students purpose
and Teachers thinking
Revenge Seeking Ill get even with you!
- Tries to compensate for own
hurt by hurting others
- Hurt
- Angry
- Outraged
- Humiliated
- Rejected
Display of
Inadequacy
Im no good, so leave me
alone!
- Feels that he or she cant do
anything right so doesnt try
to do anything at all
- I cant do anything
with him or her.
- I dont know what to
do more.
- Despair
- Hopelessness
- Discouragement
- Powerlessness
Mistaken Goals Students message / purpose Teachers Thinking/
Feelings
Effective and ineffective strategies in
dealing with mistaken goals
Mistaken Goals Effective Strategies Ineffective Strategies
Attention
Getting
- Ignore the students bid for
attention
- Give attention in unexpected
ways
- Recognize the positive
behaviours
- Walk away when student
demands attention
- Allow logical consequences
occur
- Showing annoyance
- Giving negative
attention
- Giving attention by
answering excessive
questions,
reminding, coaxing
or talking to
Effective and ineffective strategies in
dealing with mistaken goals
Mistaken Goals Effective Strategies Ineffective Strategies
Power Seeking - Refuse to engage in conflict
- Withdraw as an authority figure
- Give student position of
responsibility
- Give sincere encouragement
- Make an agreement
- Remain calm
- Speak softly
- Becoming
emotionally
involved
- Arguing
- Threatening
- Punishing
- Raising voice
- Giving in
Mistaken
Goals
Effective Strategies Ineffective Strategies
Revenge
Seeking
- Examine behaviour
- understand the students feeling
- Build a trusting relationship
- Set up situations for student to
exhibit talents or strength
- Support and encourage
- Retaliation
- Punishment
- Acting hurt
- Continuing the
alienation
Display of
Inadequacy
- Stay involved with the student
- Encourage and reward
- Break difficult task into
smaller/easier
- Demonstrate desired behaviour
- Make student feel worthwhile
- Giving up
- Pitying
- Giving outward
signals of frustration
- Criticizing
- Expecting
immediate results
Prescription for Each Mistaken Goals
Responses Attention Seeking
Ignore the misbehaviour
Schedule some special time,
Be interested; learn to listen
Misbehaviour positive contributing behaviour
Responses to Power Behaviour
Remove yourself from the power struggle
Provide limited choices
Avoid head-head confrontations


Prescription for Each Mistaken Goals
Responses to revenge behaviour
Withdraw from the revenge cycle - avoid retaliation or punishment
Remain respectful and friendly
Follow up with one to one problem-solving session
Build cooperative relationships
Avoid overreaction expressions
Earn students trust fair, honest

Responses to Assumed Inadequacy Behaviour
Arrange nonthreatening experiences
Do not make assumptions - students abilities and knowledge
Use encouragement
Reduce stress
Special guidance- from outside
Dos and Donts for teachers
DOs - clear-cut directions for unexpected behaviour
- Apply logical consequences rather than arbitrary punishment
- Allow students a say in establishing rules and consequences
- Be firm.
- Let student be responsible for their own learning and behaviour
- set limits
- Forgive and forget
- Mean what you say!
- Treat students as social equals
DONTs - Find students fault
- Threaten students
- Ask students make promises
- Compare students with each others
- Have double standard
Distinction between praise and
encouragement
Using encouragement rather than praise
Exhibit trust between the teacher and student
Encouragement
prevent problem behaviour
boost confidence and self-esteem
keep students on task
minimize student disruption
Praise
the student be too dependent on praise
become the source of self worth
have a discouraging effect in a long run

Distinction between logical
consequences and punishment
Punishment: any hurtful action by a superior
authority ; not permissible
Logical/ natural consequences: permissible
Teacher must establish simple specific classroom
rules.
Teacher should:
Pose alternatives that fit with situations; student decide
(verbally/physically)
Offer choices firmly but respectfully