Dreikurs, Rudolf Two other components of this theory are important and have particular application to the junior school classroom. In other words, positive behavior must be seen to elicit positive consequences; on the other hand bad behavior must be seen to elicit the logical consequences of that action.
This point is stressed by many educationists. Another important aspect that I have incorporated into my teaching philosophy and praxis is an appropriate reward system, which rewards positive behavior and institutes consequences for negative behavior.
This leads to the idea of logical consequences for actions. The essential underlying conception that is followed from this model is the idea that human motivation is strongly linked to group acceptance. In other words, this view sees all human interaction and behavior as "… directed toward achieving social recognition.
When they give up, they can become a discipline problem. Keeping the whole class active in what they are learning should help alleviate the misbehavior.
This refers to the idea that a child who is disobedient should not be punished as such but rather should be helped in a more constructive way. For example, I had a student who liked to doodle on his desk.
It is important that the teacher enables the child understand the connection between his to her actions and the consequences. I try to be as encouraging as possible since I know the subject I teach is challenging for many students. This is where I strive to keep students active and talking about the concepts during class.
Like all humans, they have a need to know that they belong. Dreikurs, Rudolf The idea of logical consequences is one that needs some explication.
This view provides the underlying rationale of the theory and for teaching praxis. The entire model is based on a principle of learning as a process of encouragement, positive as well as negative reinforcement and confidence building.
As Dreikurs states "… children are social beings. One thing I need to work on according to Dreikurs is the amount of praise I issue.Rudolf Dreikurs, renowned educator, developed these four behavioral goals in the s. He was a student and colleague of Alfred Adler, who believed that "all behavior has a purpose." Dreikurs has written many articles and books on student behavior and much of his work can be purchased on the internet.
Based on Alder's Social theory Dreikurs Four Misbehavior Goals •Attention •Power •Revenge •Avoidance of Failure Dreikurs believed that children have an inherent desire to belong and feel part of their peer group but due to feelings of inferiority and maladaptive parenting, they have acquired ineffective ways of finding their place.
This essay is one example of how I have misbehaved at one point in my life. In June ofI was six, almost 7. I had the knowledge that I. I need to learn to find the balance between praise and encouragement.
When it comes to consequences, instead of punishment Dreikurs believes in logical consequences.
A logical consequence is a consequence that fits the misbehavior. For example, I had a student who liked to doodle on his desk. Jacob Kounin (), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students.
Rudolf Dreikurs () on the other hand emphasizes the desire to belong as a primary need of students in school. Rudolf Dreikurs, renowned educator, developed these four behavioral goals in the s.
He was a student and colleague of Alfred Adler, who believed that “all behavior has a purpose.” Dreikurs has written many articles and books on student behavior and much of his work can be purchased on the internet.Download