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RUDOLF DREIKURS LOGICAL CONSEQUENCES IN CLASSROOM MANAGEMENT

By: Mdm CheMah Yusof


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LOGICAL CONSEQUENCES BY RUDOLF DREIKURS


Rudolf 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 Templates the classroom. Powerpoint

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LOGICAL CONSEQUENCES BY RUDOLF DREIKURS


Logical consequences shift from a behavioral focus on discipline more humanistic approachusing motivation and goals of students behavior. Control student behavior while helpin students recognize the consequences of their dicisions.
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LOGICAL CONSEQUENCES BY RUDOLF DREIKURS

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 socioteleological approach of the psychology of Alfred Adler.
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LOGICAL CONSEQUENCES BY RUDOLF DREIKURS


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 belong 2. All behavior has a purpose 3. Humans are decision-making organisms 4. Humans only perceive reality and this perception may be mistaken or biased
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LOGICAL CONSEQUENCES BY RUDOLF DREIKURS

Dreikurs suggested that a behavior is a result of individual purposes. s 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.
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Albert and Nelsen stressthat teachers must understand the goals student trying to achieve by their action

1.to seek attention 2. to gain power 3.to seek revenge for some perceived injustice 4.to avoid failure

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1. Attention Getting
Students always have the mistaken have self worth only when attention is paid to them. Attention seekingbecome a problem constructive and distructive No longer with small amounts of attention Students become nuisance, a show off or class clown. They ask question not for information but for attention Teacher can redirect inappropriate behavior the child gets attention in a more appropriate manner.
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2. Power seeking
The students trying to control the adult rather than get attention The power seeking student want to be the bossand will contradict, lie, have a tantrumAlbert (1996) lawyer syndrome. Some power seeking students are more passive. Albert students do have positive characteristics of leadership ability, assertiveness and independent thinking, which can be redirected into more appropriate action.
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3. Revenge seeking
The result of a long series of disencourgement. The revenge will make up for the lack of belonging. Teacher and students may be the target of a students anger or pain. The cause of his anger and paina broken home, parental unemployment or racial prejudice Revenge seekingthink everyone is against them. Teacher and others are unfair, disregard their feelings and hurt them.
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4. Failure avoiding
Students expect only failure and defeatsimply give up. Feeling cannot achieve academically or find a place in the social structure of the class they withdraw. They are overly ambitious and fear they cannot do as well as they want They are competitive and fear they cant do as well as others do They feel pressure by parents and teachers They fear will fail if they try.
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The 4 mistaken goals of students


Mistaken Goals Studentss belief Students behavior Teachers reaction Student reaction to intervention by teacher

Attention seeking

Student feels part of class only when getting attention form teacher

Constantly demands attention Desires to be teachers pet Show off

Annoyance irritation

Stop momentarily but then resumes

Power seeking

Feels part of the class when controlling teacher or other students

Contradicts Lies Has temper tantrum

Professionally threatened

Continues to verbally or physically defy the teacher

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The 4 mistaken goals of students


Mistaken Goals Studentss belief Students behavior Teachers reaction Student reaction to intervention by teacher Intensifies behavior

Revenge Seeking

Feels left out of the social structure so strike out at classmates or teacher

Aggressively toward teacher or classmates. Become a bully

Hurt

Failure Avoiding

Feels incapable of Sleeps or achieving socially or daydreams academically through class Attempt to be invisible

Inadequate to help student

Withdraws further from teacher or classmates

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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.
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The 5 Rs of logical Consequences


The 5Rs of Logical Consequences Related A consequence should be logically connected to the behavior . The more closely related to the consequence, the more valuable it is to the students A consequence should be equal in proportion and intensity To the misbehavior Purpose for student to seethe connection between behavior and consequences not to make them suffer A consequence should be stated and carried out in a way that preserves a students self esteem. It address the behavior, not the character of the student
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Reasonable

Respectful

The 5 Rs of logical Consequences


The 5Rs of Logical Consequences Reliably enforced A consequence should follow misbehavior. Threats without action are ineffective. Consistency is the key

Revealed

A consequence should be revealed (known) in advanced for predictable behavior such as breaking class rules. When misbehavior occurs that was not predicted, logical consequences connected to the misbehavior should be established
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