I realy like the way Dreikurs encourages teachers to think carefuly about the way they phrase what they are saying, particularly when they are reprimanding a student. i think this is a very positive discipline model. In comparison to the Glasser model, alot of the main ideas are the same (the isolation desk and room in particular), but the positive way in which rules are enforced and good behaviour is encouraged in the dreikurs method makes it a more helpful model for teachers. I like the idea of writing notes, but think it may not be so practical time-wise and could take over too much when you should be communicating openly with the students. In cases where very personal information is being divulged, however, this is a great idea.
Trent | (203.40.29.244) | Thursday, 23 May 2002 8:37:33 PM
As with Louise I also like the way that Dreikers highlights the importance of language when addressing students. Also it is a much more rounded approach than Glasser. Dreikers encorages the recognition of good behaviour and also addressing this. Which gives attention to the students that do the right thing, not just the kids that act up and overtly get the teachers and classes attention.
Yvette | (203.110.128.161) | Saturday, 25 May 2002 5:41:39 PM
Glasser theory works well when it is implemented correctly. Everyone has to be using the same language so students are aware of where they are being placed in the Glasser theory. Driekurs works on the same level however, though Driekurs encourages rather than punish, looks for improvement rather than perfection. Glasser, as Louise and Trent have pointed out is very much based on the approach to separtate the students from the class setting, the student might just need more help in the subject area - thus behavouring in a distruptive manner is easier.
Aeron | (203.27.69.91) | Sunday, 26 May 2002 3:03:12 PM
I like the way language is impotant. I also like the way that it is positive reinforcement with the emphasis on rewarding for good work/effort/etc. rather than punishment. I think it is also a system that allows those who are not the best to see their worth, and be rewarded for what they can do or are trying to do.
Cass | (63.60.11.48) | Sunday, 26 May 2002 4:39:39 PM
I think Dreikurs' theory is interesting, highlighting the fact that misbehaviour is vastly different from student to student depending on their reason for misbehaving and what they feel (probably subconsciously) they will achieve through their actions and attitudes. However, as other people have said, not all misbehaviour will fall neatly into any one category. Also, 'goals' seems an interesting term to apply to children's misbehaviour as I don't think most children act with a specific goal or outcome in mind when it comes to misbehaving. Nevertheless, it's useful to consider different types of misbehaviour and ways of approaching the students who are beign disruptive and making you feel inadequate as a teacher. I think it's particularly interesting to note that Driekurs suggests we don't act upon our first impulse when dealing with the situation; instead consider doing the complete opposite (probably very sensible - there'll be chances to test it out soon enough...)
Cass | (63.60.11.48) | Sunday, 26 May 2002 4:40:39 PM
I think Dreikurs' theory is interesting, highlighting the fact that misbehaviour is vastly different from student to student depending on their reason for misbehaving and what they feel (probably subconsciously) they will achieve through their actions and attitudes. However, as other people have said, not all misbehaviour will fall neatly into any one category. Also, 'goals' seems an interesting term to apply to children's misbehaviour as I don't think most children act with a specific goal or outcome in mind when it comes to misbehaving. Nevertheless, it's useful to consider different types of misbehaviour and ways of approaching the students who are beign disruptive and making you feel inadequate as a teacher. I think it's particularly interesting to note that Driekurs suggests we don't act upon our first impulse when dealing with the situation; instead consider doing the complete opposite (probably very sensible - there'll be chances to test it out soon enough...)
LIAU | (10.1.154.13) | Sunday, 26 May 2002 6:01:38 PM
I concur with Cass' comments whereby to fit a kid into a particular category listed by Dreikurs will not be that simple and i reckon not all misbehaving comes with a goal. I like the positive corrective measures mentioned. As teachers or teachers-to-be, I reckon by adopting the positive corective measures and being positive, a warm and encouraging learning environment is created and this will certainly promotes learning.
Maria | (211.28.112.147) | Tuesday, 28 May 2002 4:22:18 PM
I also like the way Dreikurs highlights the importance of the use of language when responding to the misbehaviour of students. I agree with the categories Dreikur has placed the students in and i agree that there is at least one type of these students in a class. Furthermore, I agree with the fact that one of the most important things is to think before you speak in all of the situations, and try not to say the first thing that pops in to your head. If I were in a situation with one of these types of students I would follow Dreikurs' plan of action.