Dreikur’s Democratic Discipline

8/11/2019 Dreikurs Democratic Discipline

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Dreikursdemocratic discipline

The approaches / strategies the

theories applies


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Approaches

Based on understanding the motivations

behind student behaviours

Mistaken goals

Displaying inadequacy

Revenge seeking

Power seeking

Attention getting


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Steps for teachers dealing with

mistaken goals

Identify the students mistaken goals

Comfort the student in a nonthreateningmanner

Explore with the student his or her motivation


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Key Principle for Teachers

If the teacher Then the students goal is

Feels annoyed

Feels threatened

Feels hurtFeels helpless

Getting attention

Seeking power

Getting revengeDisplaying inadequacy

If the student Then the goal is

Stops the behaviour but then repeats itRefuses to stop

Become hostile

Refuses to cooperate or participate

Getting attentionSeeking power

Getting revenge

Displaying inadequacy


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Mistaken Goals: Students purpose

and Teachers thinking

Mistaken Goals Students message /

purpose

Teachers Thinking/ Feelings

Attention Getting

Look at me!

- Tries to keep teachersattention on self

- This student occupies too

much of my time

- I wish he or she would stopbothering

- 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


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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


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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 unexpectedways

- 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


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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


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Mistaken

Goals

Effective Strategies Ineffective Strategies

RevengeSeeking

- 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


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Prescription for Each Mistaken Goals

Responses Attention Seeking

Ignorethe misbehaviour

Schedule some special time,

Be interested; learn to listen

Misbehaviour positive contributing behaviour

Responses to Power Behaviour

Removeyourself from the power struggle

Provide limited choices

Avoid head-head confrontations


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Prescription for Each Mistaken Goals

Responses to revenge behaviour Withdrawfrom the revenge cycle - avoid retaliation or punishment

Remain respectful and friendly

Follow up with one to one problem-solving session

Build cooperative relationships

Avoid overreactionexpressions 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


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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

- Comparestudents with each others

- Have double standard


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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


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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

Documents

Dreikur’s Democratic Discipline