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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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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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Attention seeking
Student feels part of class only when getting attention form teacher
Annoyance irritation
Power seeking
Professionally threatened
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Revenge Seeking
Feels left out of the social structure so strike out at classmates or teacher
Hurt
Failure Avoiding
Feels incapable of Sleeps or achieving socially or daydreams academically through class Attempt to be invisible
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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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Reasonable
Respectful
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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