PowerPoint Presentation

Managing The Primary ESL Classroom (TSL 3109)

The Classroom Management Theory

Prepared by:

Kharin AnwarIzzat IdrisNurkhalis IshakHanif MananGeorge Ling

1Theories of Democratic Teaching(Rudolf Dreikurs)2About Rudolf DreikursBorn in Vienna, Austria in 1897Emigrated to U.S. in 1937 Became director of Alfred Adler Institute in ChicagoFounder & medical director of Community Child Guidance Center of Chicago

Definition & Description of TheoryWhat is Democratic Teaching?Democratic teaching is a teaching style where:

The teacher acts as a responsible guideThe teacher believes quiet action is more effective than wordsThe teachers way of disciplining is based on mutual respectCharacteristicsFriendly but firmWork is well plannedRespect by listeningAlways encouragingEncourages group workInvolve students in classroom responsibilitiesSincere but have a natural sense of humorDemocrat Vs. AutocratDemocratLeaderInvitationInfluenceSell IdeasEncouragementTeamAutocratBossCommandPowerImpose IdeasCriticismOne person8The Approaches/Strategies the Theory Offers9Dreikurs Principal TeachingsDiscipline at its best is defined as self-control, based on social interest.

Self-controlled students are able to show initiative, make reasonable decisions, and assume responsibility in ways that benefit both themselves and others.

Social interest refers to students' efforts to make the classroom comfortable and productive, based on understanding that such classrooms better meet their personal needs.

Good discipline occurs best in a democratic classroom.

A democratic classroom is one in which teacher and students work together to make decisions about how the class will function.

Good discipline cannot occur in autocratic or permissive classrooms.

In autocratic classrooms, the teacher makes all decisions and imposes them on students, leaving no opportunity for student initiative and responsibility.

In permissive classrooms, the teacher fails to require that students comply with rules, conduct themselves humanely, or endure consequences for their misbehavior.

12Theory of MisbehaviorStudents misbehave in order to seek attention, power, revenge or sympathy

Not necessarily aware of the reasons for their misbehavior

All misbehavior is the result of a childs mistaken assumption about the way he can find a place and gain status (Dreikurs, 1968, p. 36).

13Almost all students have a compelling desire to feel they are a valued member of the class, that they belong.

Students sense belonging when the teacher and others give them attention and respect, involve them in activities, and do not mistreat them.

When students are unable to gain a sense of belonging in the class, they often turn to the mistaken goals of attention, power, revenge, and inadequacy.

When seeking attention, students talk out, show off, interrupt others, and demand teacher attention.

When seeking power, they drag their heels, make comments under their breath, and sometimes try to show that the teacher can't make them do anything.

When seeking revenge, they try to get back at the teacher and other students, by lying, subverting class activities, and maliciously disrupting the class.

When seeking to display inadequacy, they withdraw from class activities and make no effort to learn.

Attention seekerget up during class frequently, disrupt other students, blurt out answers or ask repeated questions.teacher should decide when to give attention e.g. read out loud, class demonstrations, present information to class

Power seekerChallenge authority e.g. might call teacher names to be respected by peers Dont enter a power struggle! Keep cool. It helps to say to yourself Im in charge hereMake them discussion leaders, run errands, role playing, monitor other students during field trips

Revenge seekerMay ridicule or taunt in order to humiliate the teacher, will expect you to get flustered and defensiveRespond with humor and demonstrate that you understand and care Build a relationship with the student, let the students see you as a humane person, positive attention reduces the urge for revenge

Sympathy seekersStudents avoid work, complain and always ask for helpDont pity, sympathize or criticizeMake sure the assignment is at the proper level, use praise, prompt and leave strategy

17Teachers should learn how to identify mistaken goals and deal with them.

When teachers see evidence that students are pursuing mistaken goals, they should point out the fact by identifying the mistaken goal and discussing the faulty logic involved.

They should do this in a friendly, non-threatening manner. Consequences of Misbehaviors Dreikurs rejected the use of punishment too often punishment creates resentment, revenge, rebellion and retreat.

To learn responsibilitystudents must experience the consequences of behavior in order to preserve the social order.

When a student breaks a class rules or behave inappropriately, a consequences must follow.Every act has a consequence; some occur naturally, and some are teacher imposed. Misbehavior brings unpleasant consequences such as having to complete work at home or being excluded from normal class activities.

Punishment should never be used in the classroom.

Punishment is just a way for teachers to get back at students and show them who's boss, and is usually humiliating to the student.

Punishment has many bad side effects and therefore should be supplanted with logical consequences agreed to by the class.Dreikurss Democratic PrinciplesRudolf Dreikurs (1897-1972) believed that discipline is based on mutual respect, which motivates students to behave constructively because of their high sense of social interest.

Dreikurs believed that all humans have a primary need to belong and feel part of a group.Dreikurs also believed that all students desire to feel they have value and to feel they can contribute to the classroom.

Logical consequences shift from a behavioral focus on discipline more humanistic approach using motivation and goals of students behavior.

Control student behavior while helping students recognize the consequences of their decisions.Dreikurs called this need to belong the genuine goal of human social behavior.

Dreikurs' educational philosophy is "based on the philosophy of democracy, with its implied principle of human equality, and on the socio-teleological approach of the psychology of Alfred Adler. Dreikurs' Social Discipline model is based on the four basic premises of Adler's social theory.

1. Humans are social beings and their basic motivation is to belong2. All behavior has a purpose3. Humans are decision-making organisms4. Humans only perceive reality and this perception may be mistaken or biased

Dreikurs suggested that a behavior is a result of individuals purposes.

People do not simply react to forces that confront us from the outside world.

Our behavior is the result of our own biased interpretations of the world.

The Strengths and Weaknesses of the TheoryStrengthsPromotes trust, respect, and communication among teachers and studentsFair discipline through logical consequences helps students understand their behavior and teaches correct behavior Understanding student behavior contributes to safer schools and a caring classroom environmentPromotes autonomy

WeaknessesDifficulty determining motives of students

Difficult to come up with logical consequences on the spot

Autocratic or permissive teachers may not accept democratic perspectives

Students may not understand goals and rules as the teacher does

Problems communicating desired outcomes with students

Practicality in primary esl classroomConfront the child with the four goals. The purpose of confrontation is to disclose and confirm the mistaken goal to the child.

Use the four "could it be" questions: 1. Could it be that you want special attention?2. Could it be that you want your own way and hope to be boss? 3. Could it be that you want to hurt others as much as you feel hurt by them? 4. Could it be that you want to be left alone? Dreikurs, 1972, p. 34, 41)

EncouragementThe essence of encouragement is to increase the child's confidence in himself and to convey to him that he is good enough as he is not just as he might be. It is directed toward increasing the child's belief in himself.

Avoid discouragement. Work for improvement, not perfection. Comment on effort tether than results. Separate the deed from the doer. Build on strength, not on weaknesses. Show your faith in the child. Mistakes should not be viewed as failures. Integrate the child into the group. Praise is not the same as encouragement. Help the child develop the courage to be imperfect. Dreikurs, 1972, pp. 49-59)

Logical Consequences Every act has a consequence, and if we are to avoid unpleasant results of our acts we must then behave in a way which will help to guarantee more favorable results (Dreikurs, 1968, p. 62).

Logical consequences should offer the child a clear and logical choice of behavior and results. The child must perceive that he has a choice and accept the relationship of his choice to what followed (Dreikurs, 1968, p. 82).

It is structured and arranged by the adult, must be experienced by the child as logical in nature (Dreikurs, 1972, p. 62). 32ReferencesHardin, C.J. (2004). Effective Classroom Management: Models and Strategies for Todays Classrooms. New Jersey: Pearson

Khine, S.M., Lourdusamy, A.,Lang, C.Q. & Wong, L.F.A. (2005). Classroom Management: Facilitating Teaching and Learning. Singapore: Pearson

33