Friday, May 4, 2007
Habitus
If we can revise our attitudes towards the land unbder our feet, I f we can accept the role of Steward, and depart from thew role of conqueror, If we can accept the view that man and nature are inseparable parts of the unified whole- then Tasmania can be a shining beacon in a dull, uniform and largely artificial world. Olegas Truchanasa 1971
Connectiveness and Aristotle
It is the mark of an educated mind to be able to entertain a thought
without accepting it~Aristotle
Pierre Bourdieu (August 1, 1930 – January 23, 2002) was an acclaimed French sociologist whose work employed methods drawn from a wide range of disciplines: from philosophy and literary theory to sociology and anthropology. He is best known for his book Distinction: A Social Critique of the Judgment of Taste, in which he tried to connect aesthetic judgments to positions in social space. The most notable aspect of Bourdieu's theory is the development of methodologies, combining both theory and empirical data, that attempt to dissolve some of the most troublesome antagonisms in theory and research, trying to reconcile such difficulties as how to understand the subject within objective structures (in the process, trying to reconcile structure and agency).
Bourdieu also pioneered methodological frameworks and terminologies such as cultural, social, and symbolic capital, and the concepts of habitus, field, and symbolic violence. Bourdieu's work emphasized the role of practice and embodiment in social dynamics. It builds upon the theories of Ludwig Wittgenstein, Maurice Merleau-Ponty, Edmund Husserl, Georges Canguilhem, Karl Marx, Gaston Bachelard, Max Weber, Emile Durkheim, and Norbert Elias, among othersASSIGNMENT 1.2 DISCIPLINE MODELS
For everyone's enjoyment.
Rules !
Do we have too many?
Do we have too many?
1.2 Discipline models
What are the essential elements of an adequate discipline model ?
What are the essential elements of an adequate discipline model ?
KEY IDEAS OF SEVEN MODELS OF DISCIPLINE.
The Kounin Model:
Witness, Alerting, and Group Management.
The ripple effect: when you correct one pupil's behavior, it tends to change the behavior of others.
The teacher needs to be with it to know what is going on everywhere in the room at all times.
Smooth transitions between activities and maintaining momentum are key to effective group management.
Optimal learning takes place when teachers keep pupils alert and held accountable for learning.
Boredom [satiation] can be avoided by providing variety to lessons, the classroom environment and by pupil awareness of progress.
The Neo-Skinnerian Model:
Shaping Desired Behavior. B.F. Skinner is the father of the behavioral school of psychology. A recently popular outgrowth of Skinnerian behaviorism is Behavior Modification. For a useful presentation, see the section on the Behavioral Systems Family in Joyce and Weil, Models of Teaching, particularly the introduction to the section and chapters on "Learning Self-Control" and "Assertive Training."
Behavior is conditioned by its consequences. Behavior is strengthened if followed immediately by reinforcement. Behavior is weakened if it is not reinforced. ["Extinction."] Behavior is also weakened if it is followed by punishment.
In the beginning stages of learning, reinforcement provided every time the behavior occurs produces the best results.
Behavior can be maintained by irregular reinforcement. Re-inforcers include verbal approval, smiles, "thumbs up," high grades, free reading time, goodies, prizes and awards.
The Ginott Model:
Addressing the Situation with Sane Messages.
Discipline is little-by-little, step-by-step. The teacher's self-discipline is key. Model the behavior you want in students.
Use sane messages when correcting misbehavior. Address what the student is doing, don't attack the student's character [personal traits]. Labeling disables.
Use communication that is congruent with student's own feelings about the situation and themselves.
Invite cooperation rather than demanding it.
Teachers should express their feelings--anger--but in sane ways. "What you are doing makes me very angry. I need you to ...."
Sarcasm is hazardous.
Praise can be dangerous; praise the act, not the student and in a situation that will not turn peers against the pupil.
Apologies are meaningless unless it is clear that the person intends to improve.
Teachers are at their best when they help pupils develop their self-esteem and to trust their own experience.
The Glasser Model:
Good Behavior Comes from Good Choices. Glasser's recent work focuses on the class meeting as a means of developing class-wide discipline. See the chapter on The Classroom Meeting in Joyce and Weil, Models of Teaching. [For those who have their classes under control and would like to try to go beyond teacher-imposed discipline, William Glasser's approach is worth serious consideration.
Students are rational beings capable of controlling their own behavior.
Help pupils learn to make good choices, since good choices produce good behavior.
Do not accept excuses for bad behavior. Ask, "What choices did you have? Why did you make that choice? Did you like the result? What have you learned?"
Reasonable consequences should always follow good or bad student behavior.
[Usually developed in classroom meetings,] class rules are essential to a good learning climate, they must be enforced.
Classroom meetings are a good way to develop and maintain class behavior. [The group diagnoses the problem and seeks solutions.]
The Dreikurs Model:
Confronting Mistaken Goals.
Discipline is not punishment. It means self-control.
The teacher's role is helping pupils to impose limits on themselves.
Teachers can model democratic behavior by providing guidance and leadership and involving pupils in setting rules and consequences.
All students want to belong. Their behavior is directed to belonging.
Misbehavior is the result of their mistaken belief that it will gain them peer recognition. [It is usually a mistake to assume that misbehavior is an attack directed at the teacher.]
Misbehavior is directed at mistaken goals: attention-getting, power-seeking, revenge, and displaying inadequacy. The trick is to identify the goal and act in ways that do not reinforce mistaken goals.
Teachers should encourage students' efforts, but avoid praising their work [?] or character. [Others disagree.]
Support the idea that negative consequences follow inappropriate behavior by your actions.
An adequate discipline model starts with the teacher where they
1 need a well planned, individual model of discipline.
2 must understand various psychological theories of discipline.
3 must understand the assumption upon which these are based.
4 must understand their own values and educational philosophy.
5 must use a model of discipline that is in harmony with their convictions.
refer. Handout Notre Dame Univ. A Coman
William Glasser Choice Theory
Glasser believes that all our behaviour is an attempt to satisfy one or more of the five basic needs: survival, love, personal power, freedom and fun. If we learn to choose effective, responsible behaviours, which in practice means learning to control our actions and thoughts in a way that we satisfy our needs and do not deprive someone else of a chance to satisfy theirs, we will usually be happy, healthy and in effective control of our lives. (Edwards, C & Watts, V)
The principles of Glasser Choice theory is to
1. Develop quality relationships by using the connecting behaviours and eliminating the disconnecting behaviours
2. Educate and teach students how to behave in acceptable ways
3. A quality school satisfies students needs, develops cooperation, allows for variation, promotes autonomy, has expectations for high- quality work, promotes student ownership of their work, increase student productivity, involves students in classroom decisions and is relevant to students personal lives (Edwards, C & Watts, V)
Advantages
1. The model helps teachers to develop effective relationships
2. Choice theory reality therapy and lead management promote a high degree of autonomy and responsibility for students
3. They allow students to determine solutions to more effectively meet their needs
4. They promote the core business of schools, which is effective teaching and learning
5. They advocate teachers examining their classroom to improve students –learning outcomes They highlight the need for teachers to model respectful and cooperative behaviours
6. They ask students to self-evaluate their behaviours to allow other students to learn (during a yr 8 afternoon block lesson demonstrates that, all advantages 1-7 are possible, observation of class room management of my colleges clearly showed the students were self regulating telling each other to be quiet and to show each other respect by listening to each other stories while they were having a productive afternoon outcome wise.)
Limitations
1. It is difficult to help students to experience the true sense of autonomy implied in choice theory if outside influences dictate what is taught in school and how students are to be disciplined
2. It is difficult for teachers to model respectful and cooperative behaviours when working with students who demonstrate challenging behaviours
3. To effectively implement classroom meetings, cooperative learning and teaching communication skills can be difficult and time if the curriculum is overloaded with content
4. It may be difficult to help students who do not want to be school to make plans to improve their behaviour
5. It may be difficult for some teachers to relinquish control, and for their students to develop personal within the student
6. Students may not have the necessary skills to make plans to help improve their behaviour
A Teacher must use a model of discipline that is in harmony with their convictions, assumptions and personal philosophy.
one of my strongest convictions to life and my role as a teacher is I am optimistic about life and very optimistic about my students.
To be able to make communication have connective meaning there needs to be a strong sense of place, Space and community, That basic need to belong for the student, Teacher and the parent. to be part of the world.
As a teacher we must form our own set of assumptions to base our model , formulate principles and strategies, we need to provide prevention and correction program. the ultimate goal or where we set the posts is to have students acting autonomously. with a positive image of themselves and a sense of place, community and belonging.
Teachers need to understand the type of factors that effect how our children behaviour is in their world. The factors and influences of dysfunctional families , truely the word " dysfunctional" puts people like me and most of our society feeling on the outside , a defect a D or as our children say now A Loser. Children of these families can feel a deprivation of attention and love, excessive control. no security from family restructuring unemployment and poverty , abuse and damage to self concept and many live in very tight financial situations causing extra stress. So as teachers we need to help these children and young adults grow and develop skills a sense of personal control, be responsible people part of a active community.
My personal list of Assumptions that seem to suit my values and beliefs
1
2 Compassion to others even strangers my challenge.
3 The only person whose behaviour we can control is our own. William Glasser.
4 Our behaviour is an attempt to service the five basic needs surival, love, personal power, freedom and fun. William Glasser.
5 All we can do from birth to death is behave. Behaviour is made up of four inseparable components: acting, thinking, feeling and physiology. William Glasser.
6 students can solve their own problems when teachers actively listen to them. Thomas Gordon.
punishment and other commonly used teacher behaviours block communication and destroy teacher -student relationships. Thomas Gordon.
7. uphold the dignity of each individual student and the fundamental nature of human rights is privotal to the practice of effective discipline.Rogers
8 Classes are small communities of learners and teachers relate to students as community members. Rogers.
9 If students "feel good" they will "act good" ; if students " feel bad "they will "act bad". Patrick Connor Pain.
10 To reconize students as people and not just take notice of their behaviour.
11 To be honest and interested in the students needs.
12 To carry the Prayer of St Francis and if not religious one must call on
Dreikurs poem to give guidence.
If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.
Dreikurs, 1972, pp. 28-29)
ASSIGNMENT 1.3 STUDENT MOTIVATION
Abraham Maslow is considered to be the father of Humanistic Psychology,also known as the "Third Force". Humanistic Psychology incorporates aspects of both Behavioral Psychology and Psychoanalytic Psychology.
Maslow's motivation theory states that man's behavior is controlled by both internal and external factors. In addition he emphasizes that humans have the unique ability to make choices and excercise free-will.
His studies led him to believe that people have certain needs which are unchanging and genetic in origin. These needs are the same in all cultures and are both physiological and psychological. Maslow described these needs as being hierarchal in nature, meaning that some needs are more basic or more powerful than others and as these needs are satisfied, other higher needs emerge.
Suggestions for Application of Maslow's Theory to Education
Physiological
reduced & free lunch programs
correct room temperatures
bathroom breaks
drink breaks
Safety
well planned lessons, carried out in an orderly fashion
controlled classroom behaviors
emergency procedures well planned, discussed & practiced
fair discipline
consistent expectations
attitude of teacher: accepting & non judgemental, pleasant,nonthreatening
provide praise for correct responses instead of punishment for incorrect responses
Love & Belonging
With regard to teacher-student relationships
teacher personality: empathetic, considerate & interested in the individual, patient, fair, able to self-disclose, positive attitude, good listener
use one-on-one instruction
use teacher conferencing
provide positive comments & feedback rather than negative
get to know students (likes, dislikes, concerns)
be available for students in need
listen to students
be supportive
have personal helpers on rotating basis
show that you value students thoughts, opinions & judgments
show trust of students by providing situation where it is necessary (ex.running errands, classroom leader)
With regard to student-student relationships
class meetings
class discussions
peer tutoring
provide situations requiring mutual trust
show&tell, sharing
Esteem
Self-esteem
develop new knowledge based on background knowledge so as to help ensure success (scaffolding)
pace instruction to fit individual need
focus on strengths & assets
take individual needs & abilities into account when planning lessons and carrying them out
teach to the multiple moded of learning
teach & model learning strategies
base new teaching, strategies & plans on learning outcomes
be alert to student difficulties & intervene as soon as possible
be available & approachable so students having difficulties feel comfortable coming for help
involve all students in class participation & responsibilities
when necessary to discipline a child, do as privately as possible
Respect from others
develop a classroom environment where students are positive &nonjudgmental
star of the week
award programs for jobs well done
providing deserved positions of status
recognition programs for special effort (ex. helpful citizens of the week)
develop & carry out a curriculum to encourage children to be empathetic& good listeners
employ cooperative learning in such a way as to develop trust between group members
involve students in activities of importance & worthiness (ex. cleaning up the environment, carrying out a food drive for the needy)
Knowledge & Understanding
allow students time to explore areas of curiosity
provide lessons that are intellectually challenging
plan lessons that connect areas of learning & have students compare and contrast to search for relationships
use a discovery approach to learning whenever possible
have students approach topics of learning from various angles
provide opportunities for philosophical thought & discussion
get students involved in intellectually challenging programs (ex. Odyssey of the Mind)
Aesthetic
organize classroom materials in a neat & appealing way
display student art work in an appealing manner
put up interesting & colorful wall hangings
replace overly worn classroom materials periodically
create varied appealing & interesting learning centers
rooms painted in pleasing colors
large window areas
well maintained physical surroundings (ex. keeping walls painted, desks clean & repaired etc.)
clean rooms
fresh smelling rooms
Self-actualization
expect students to do their best
give students freedom to explore & discover on their own
make learning meaningful--connect to "real" life
plan lessons involving meta-cognitive activities
get students involved in self-expressive projects
allow students to be involved in creative activities & projects
Teaching guidelines for the future
Of the ten guidelines for teaching and preparing young people for the 21st Century prepared by Australian researchers Beare & Slaughter, eight refer to important features of Steiner Waldorf education:
- Appropriate imagery - choosing metaphors with care and imagination
- Teach for wholeness and balance - holistic paradigm;
- Teach identification, connectedness, integration - epistemological inter-connectedness;
- Develop individual values - value the individual;
- Teach visualisation - development of the picturing imagination;
- Empowerment through active hope - distinguish between faith and hope;
- Tell stories - use story telling and mythology as powerful teaching tool; and
- Teach and learn how to celebrate - celebrate festivals.
Or, to summarise the spirit of the above in the words of Rudolf Steiner:
The need for imagination,
a sense of truth
and a feeling of responsibility
---these are the three forces which are the very nerve of education.
Rudolf Dreikurs (1897-1972)
Biography
This social psychologist was born in Vienna, Austria on February 8, 1897. His contributions to society were plentiful up until his passing on May 25, 1972 in Chicago, Illinois. Dreikurs was a student and colleague of social pychologist Alfred Adler, who "believed that the central motivation of all humans is to belong and be accepted by others" (Wolfgang, 2001, p. 115).
The Encyclopedia Britannica depicts Dreikurs as an "American psychiatrist and educator who developed the Austrian psychologist Alfred Adler's system of individual psychology into a pragmatic method for understanding the purposes of reprehensible behaviour in children and for stimulating cooperative behaviour without punishment or reward."
2. Historical background of Adler’s theory
The rash application of Freudian concepts and John Dewey’s progressive education caused extreme indulgence or ultra permissiveness in discipline and failed effectively dealing with children in new democratic society. For Adler, "what was needed was a willingness to understand the child and to stimulate his cooperation" (Dreikurs, 1968, p. 19) based on the responsibility.
Basics of Adler and Dreikurs’s social theory
① Adler’s Basic premises (Dreikurs, 1972, pp. 8-9)
i) Man is a social being and his main desire (the basic motivation) is to belong.
ii) All behavior is purposive. One cannot understand behavior of another person unless one knows to which goal it is directed, and it is always directed towards finding one's place.
iii) Man is a decision-making organism.
iv) Man does not see reality as it is, but only as he perceives it, and his perception may be mistaken or biased.
Can be put under Confronting-Contracting intervention model, because it believes the correction of students’ misbehavior is the result of a teacher actively showing a student how to belong (Wolfgang, 2001, p. 115).
Logical consequences replace punishment (Wolfgang, 2001, p. 137).
[edit] Application in classrooms and similar settings
1. Comparison of Dreikurs's Social Discipline Model with other teacher intervention models (Wolfgang, 2001, p. 37)
① This model is similar with Relationship-Listening model in that trying to find an underlying cause for misbehaviors and having optimistic belief in the child’s rational capacities. But this is more assertive and intrusive than Relationship-Listening model, and adults or peers need to intervene and redirect the child’s misplaced goals.
② When compared to Rules and Consequences model, this model is applying logical consequences rather than punishment, and encouragement rather than rewards.
2. Applications in classroom setting
① Basic Assumption
All misbehavior is the result of a child’s mistaken assumption about the way he can find a place and gain status (Dreikurs, 1968, p. 36).
② Students’ goals that motivates misbehavior (Wolfgang, 2001, pp. 117-122) (Dreikurs, 1968, pp. 37-40)
i) Attention Getting
Students who are looking to belong and be recognized in the class. This is more often identified with disturbing behavior. Many times this occurs because students are not getting the recognition that they feel they deserve. If students cannot get attention for their positive behaviors (being on task, completing work, arriving on time, etc.), they will seek it with inappropriate behaviors (continually calling out, refusing to work, asking irrelevant questions, etc.)
Wolfgang (2001) explains, "A student who seeks attention should not receive it when he acts out. To give attention to the student for inappropriate behavior would be playing into the student's plan and would not help the student learn how to behave productively in the group" (p. 120).
Instead of giving attention to the attention seeker, look to these techniques:
Minimize the Attention (Ignore the behavior, stand close by, give written notice)
Legitimize the Behavior (Make a lesson out of the behavior, have the whole class join in the behavior)
Do the Unexpected (Turn out the lights, play a musical sound, talk to the wall)
Distract the Student (Ask a direct question, ask a favor, change the activity)
Notice Appropriate Behavior (Thank students, write well-behaved students' names on the chalkboard)
Move the Student (Change the student's seat, send the student to the thinking chair)
ii) Power and Control
Students who feel inferiority, so trying to be boss. Once the battle has been joined, the child has already won it. Behavior characteristics consist of the student repetitively doing a behavior to make him or her the center of attention. When asked to stop, he or she becomes defiant and escalates his or her negative behavior and challenges the adult. The teacher will feel annoyed at the students's actions.
Wolfgang (2001) states, "A student who wishes to possess power should not be able to engage the teacher in a struggle. The teacher who falls for this 'bait' and gets pulled into the battle is merely continuing the excitement and challenge for the student. The student becomes increasingly bolder and pleased with trying to test the teacher. The teacher should attempt to remove the issue of power altogether and force the student to look for some other goal for behaving" (p. 121).
iii) Revenge
Students who think the only way to get recognition is to retaliate against adults for the way they feel they have been unfairly treated. This is formed after a long series of discouragement by failing trials for attention getting and power.
Behavior characteristics consist of a student who hurts others physically or psychologically. The teacher will feel hurt in relation to the student's actions.
Wolfgang (2001) explains, "In this case, the teacher is dealing with a more difficult task. A student who feels hurt and wishes to retaliate must be handled in a caring, affectionate manner. It is likely that this student appears unloving and uncaring, and is very hard to 'warm up to.' But this is exactly what the student needs--to feel cared for" (p. 121).
Look to these techniques with students who are seeking power and/or revenge:
Make a Graceful Exit (Acknowledge student's power, remove the audience, table the matter)
Use Time-Out
Set the Consequence
iv Helplessness and Inadequacy
Students who gave up on the possibility of being a member or of gaining any status in the group and no longer care what happens.
Behavior characteristics consist of the student wishing not to be seen, acting passive and lethargic, rejecting social control, refusing to comply, or trying most educational demands. The teacher will feel inadequate or incapable in relation to the student's actions.
Students may sit silently and engage in no interaction, passively refuse to participate, or request to be left alone in this instance.
Wolfgang (2001) states, "The student who shows inadequacy or helplessness is the most discouraged. She has lost all initiative of ever trying to belong to the group. The teacher must exercise great patience and attempt to show the child that she is capable" (p. 122).
To assist a helpless student look to these techniques:
- Modify Instructional Methods
- Use Concrete Learning Materials and Computer-Assisted Instruction
- Teach One Step at a Time
- Provide Tutoring
- Teach Positive Self-Talk
- Make Mistakes Okay
- Build Confidence
- Focus on Past Success
- Make Learning Tangible
- Recognize Achievement
Teachers’ Role
• The teacher must recognize students’ inner goal and them help the students change to the more appropriate goal of learning how to belong with others (Wolfgang, 2001, p. 115).
• Techniques of modifying child’s motivation (Dreikurs, 1972, p. 34, 41)
i) Observe the child’s behavior in detail.
ii) Be psychologically sensitive to your own reaction.
iii) Confront 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?
iv) Note the recognition reflex.
v) Apply appropriate corrective procedures.
"In carrying out this procedure, the teacher moves through silently looking, questions, command, and back to questions" (Wolfgang, 2001, p. 118).
• What teachers need are…(Dreikurs, 1968, pp. 53-54) (Dreikurs, 1972, p. 43)
i) Disinvolvement
ii) Use of logical consequences rather than reward and punishment
iii) Encouragement – accepts the child as worthwhile and assists them in developing his capacity and potentialities. Unlike the reward which is given to a child for something well done, encouragement is needed when the child fails.
Encouragement
(Dreikurs, 1972, pp. 49-59)
i) The 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.
ii) Some points to encourage every student. Avoid discouragement. Work for improvement, not perfection. Comment effort 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.
iii) Differences between praise and encouragement
Praise can be discouraging. Praise recognizes the actor, encouragement acknowledges the act.
"Dinkmeyer and Dreikurs were not saying that praise should be totally avoided, but what they were suggesting is that too much praise makes a child dependent on the teacher" (Wolfgang. 2001, p. 127).
Logical Consequences
Basic Concept
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).
② Origins of this idea (Dreikurs, 1972, p. 60)
i) Herbert Spencer – distinguished between punishment and natural consequences
ii) Jean Piaget – distinguished between retributive justice (punishment) and distributive justice
Criteria Distinguishing Logical Consequences from Punishment (Dreikurs, 1968, pp. 71-78)
i) Logical consequences express the reality of the social order, not of the person; punishment, the power of a personal authority.
ii) Logical consequence is logically related to the misbehavior; punishment rarely is. The child must see clearly the relationship between his act and the result of his own behavior rather than that of others.
iii) Logical consequence involves no element of moral judgment; punishment inevitable does. A logical consequence gives the child the choice of deciding for himself whether or not he wants to repeat a given act.
iv) Logical consequences are concerned only with what will happen now, punishments with the past.
v) The voice is friendly when consequences are invoked; there is anger in punishment, either open or concealed.
Conditions under which logical consequences maybe utilized (Dreikurs, 1968, pp. 78-81)
i) The use of choice: the child should be asked to choose between behaving in the correct manner or continuing with his misbehavior. If he decides to continue it, then the consequence should immediately follow.
ii) Understanding the goal of the child
iii) The situation of danger
iv) When consequences fail.
5. Classroom Meetings
Eight building blocks for carrying out effective classroom meetings (Suggested by Jane Nelson (a Dreikurs-Adlerian writer))
i) Form a circle
ii) Practice compliments and appreciation
iii) Create an agenda
iv) Develop communication skills
v) Learn about separate realities
vi) Recognize the four purposes of behavior
vii) Practice role playing and brainstorming
viii) Focus on non punitive solution
"Dreikurs, Rudolf." Encyclopædia Britannica. 2004. Encyclopædia Britannica Premium Service. 4 Nov. 2004
Wolfgang, Charles H. Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. New York: John Wiley and Sons, 2001.
Dreikurs, R. and Cassel, P (1972). Discipline without Tears, 2nd edition, pp. 1-84, A Plum Book
Dreikurs, R. and Grey, L (1968). The New Approach to Discipline: Logical Consequences, pp. 1-82, A plum Book
1.3 Critically reflect on the theories of at least two Psychologist and apply their theory to techniques for improving student motivation.
Both theorist have strong foundation in the students sense of worth, belonging and basic needs to stimulate
This sense of belonging, how do we as educators create this environment that can take our students into their futures as contributing , responsible adults .
If we call on Hatties pie of variance , the factors that affect a students ability to become their best. the student, the teacher, home, peers, principle, school etc. lets consider aiming our programing to build, develop and connect meaning and values to tasks, the individual, the group, the college and the greater school community in making this connection of real worth values this elevates the students self esteem and motivation for learning . At Shearwater, I have observed the motivation, stimulated purely from our students strong sense of place and belonging, acceptance.
Dreikurs strong theories centrally represent deep understanding of class room management, they are controlled and concise , seeming to build out from behavioural theories developing relationships. Maslow like Dreikurs, uses a rewards and encouragement in a Steiner environment, competition is not overly incourage, personal achievements are supported.
What happens in that lesson environment, I feel plays the most powerful key in motivating fun, freedom and learning. and the need to have relevent creative lesson plans that address the needs of all, that are active and allow the student curiosity, interest and understanding beyond the subject. that allow the teacher creative ways to communicate, observe, evaluate and assess the student and their needs.
A statistic that came to my attention recently, truely disturbed what's important in my role as educator, the terrible numbers of students that daily don't turn up for school, what that equates to over a subject is a fundamental gape in a childs learning experience. so all the fantastic lesson plans, and creative learning tools don't amount to much if our students are not there.
So the power we hold indivdually and collectively in our schools has to focus on looking at why our students are not attending ?, do particular students need extra attention, support and understanding to stay motivated ?. How we stimulate motivation thus improving attendance and understanding requires creative leadership, creative programing and a creative supporting community.
As a teachers we can draw on Dreikurs, Maslow and Glassier, etc to guides us in our responsiblity, our duty of Care, to prepare our students for their futures. As teachers we need have deeper understanding about their world, be intiutive to their needs, speak the truth, and most of all don't burn out or stale.
Student motivation is only truely achieved when a student, the teachers, the parents, the school and the wider community come together to embrace the values and beliefs of the community.
As teachers we need to have clear definition of What is student motivation and an understanding of the difference between Intrinsically and Extrinsically motivated.
- A student who is intrinsically motivated undertakes an activity " for it's own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes.( Mark Lepper 1988).
- An extrinsically motivated student performs "in order to obtain some reward or avoid some punishment external to the activity itself, such as grades, stickers, or teacher approval.
Does it really matter whether students are primarily intrinsically or extrinsically oriented towards learning?
When intrinsically motivated, students tend to employ strategies that demand more effort and that enable them to process information more deeply (topper). J Condry and J Chambers(1978) found that when students were confronted with complex intellectual tasks, those with an intrinsic orientation used more logical information gathering and descision making strategies than did students who were extrinsically oriented. Students with an intrinsic orientation also tend to prefer tasks that are moderately challenging, where as extrinsically oriented students gravitate toward tasks that are low in dergree of difficulty. Extrinsically oriented students are inclined to put forth the minimal amount of effort necessary to get the maximal reward ( Lepper)
For Motivation to be present the student needs of belonging, fun, freedom, power, that sense of community,trust and repect , that support network all need to be strongly in place. As Martin Maehr and Carol Midgley 1991) "The class room is not an Island". Depending on their degree of congruence with classroom goals and practices, school wide goals either dilute or enhance classroom efforts. To support motivation to learn, school level policies and practices should stress" learning, task mastery, and effort"rather than relative performance and competition
Our schools, our classrooms need to be places of creativity, activity , supporting intrinsic motivation and higher learning all built on a safe supported community.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved..Dreikurs
ASSIGNMENT 1.1 CODE OF CONDUCT
1.1 Write a ‘Code Of Conduct’ for parents and caregivers who wish to create a positive family environment for their children.
Prayer of St. Francis
Lord, make me an instrument of Your peace.
Where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
O, Divine Master,
grant that I may not so much seek
to be consoled as to console;
to be understood as to understand;
to be loved as to love;
for it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal life.
As caregivers, teachers and parents its important to have a personal code of values and beliefs. I find the prayer to St Francis a great base to start with the ideals that build a positive family and community environment for our children. I also find great strenght in the Buddahist ideals of Compassion and as my dear often stated "Compassion to strangers is the hardest test of our Faith".
So as a caregiver, parent and Teacher I face each day armed with my tools of faith.
This role we have as caregivers,teachers and parents is one of great responsibility.
Prayer of St. Francis
Lord, make me an instrument of Your peace.
Where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
O, Divine Master,
grant that I may not so much seek
to be consoled as to console;
to be understood as to understand;
to be loved as to love;
for it is in giving that we receive;
it is in pardoning that we are pardoned;
and it is in dying that we are born to eternal life.
As caregivers, teachers and parents its important to have a personal code of values and beliefs. I find the prayer to St Francis a great base to start with the ideals that build a positive family and community environment for our children. I also find great strenght in the Buddahist ideals of Compassion and as my dear often stated "Compassion to strangers is the hardest test of our Faith".
So as a caregiver, parent and Teacher I face each day armed with my tools of faith.
This role we have as caregivers,teachers and parents is one of great responsibility.
"Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives."
Rudolf Steiner.
3. Teach for wholeness and balance – holistic paradigm
4. Teach identification, connectedness, integration – epistemological inter connectedness
5.Develop individual values – value the individual
6. Teach visualisation – development of the picturing imagination
7. Empowerment through active hope – distinguish between faith and hope
8. Tell stories – use story telling and mythology as powerful teaching tool
9. Teach and learn how to celebrate – celebrate festivals
10. Appropriate imagery – choosing metaphors with care and imagination
11. Demonstrate commitment and loyalty to the Steiner education values
12. Carry out all required duties in a professional and conscientious manner
13. Behave honestly and with integrity
14. Act with care, intuition and diligence
15. Treat general community with respect an courtesy
16. Behave and dress appropriately for their professional role
17. Comply with the State and Federal Laws
18. Maintain appropriate confidentiality and dealings within the school community
19. Establish appropriate professional and caring relationships with their students
20. Ensure that matters of Duty of Care are afforded the highest attention eg Punctuality and supervision of playground duty
21. Compassion to strangers as a life's challenge and St Francis in my pocket.
Rudolf Steiner.
‘Code Of Conduct’
2. As caregivers and teacher we offen invaded or cross those lines of personal space, It is important to respect other's personal space and act with dignity and respect.1. Strong sense of self and self Values as base rules for ones life.
3. Teach for wholeness and balance – holistic paradigm
4. Teach identification, connectedness, integration – epistemological inter connectedness
5.Develop individual values – value the individual
6. Teach visualisation – development of the picturing imagination
7. Empowerment through active hope – distinguish between faith and hope
8. Tell stories – use story telling and mythology as powerful teaching tool
9. Teach and learn how to celebrate – celebrate festivals
10. Appropriate imagery – choosing metaphors with care and imagination
11. Demonstrate commitment and loyalty to the Steiner education values
12. Carry out all required duties in a professional and conscientious manner
13. Behave honestly and with integrity
14. Act with care, intuition and diligence
15. Treat general community with respect an courtesy
16. Behave and dress appropriately for their professional role
17. Comply with the State and Federal Laws
18. Maintain appropriate confidentiality and dealings within the school community
19. Establish appropriate professional and caring relationships with their students
20. Ensure that matters of Duty of Care are afforded the highest attention eg Punctuality and supervision of playground duty
21. Compassion to strangers as a life's challenge and St Francis in my pocket.
Wednesday, May 2, 2007
Choice Theory
The William Glasser Institute, 22024 Lassen Street, Suite 118, Chatsworth, CA 91311 USA
phone: (800) 899-0688; (818) 700-8000; fax: (818) 700-0555; E-mail: wginst@wglasser.com
| Choice Theory® is the basis for all programs taught by the Institute. It states that all we do is behave, that almost all behavior is chosen, and that we are driven by our genes to satisfy five basic needs: survival, love and belonging, power, freedom and fun. In practice, the most important need is love and belonging, as closeness and connectedness with the people we care about is a requisite for satisfying all of the needs. Choice Theory (and the Seven Caring Habits) is offered to replace external control psychology (and the Seven Deadly Habits), the present psychology of almost all the people in the world. Unfortunately, this forcing, punishing psychology is destructive to relationships. When used in a relationship it will always destroy the ability of one or both to find satisfaction in that relationship, and will result in people becoming disconnected from those with whom they want to be connected. Disconnectedness is the source of almost all human problems, such as what is called mental illness, drug addiction, violence, crime, school failure, spousal and child abuse, to mention a few. The 1998 book, Choice Theory: A New Psychology of Personal Freedom, is the primary text for all that is taught by the Institute.
The Ten Axioms of Choice Theory
|
Subscribe to:
Posts (Atom)