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Fast Facts

• In order for there to be a healthy society, teachers must nurture and develop social interests
• Beliefs teachers should subscribe to for this theory: equality of all people, freedom of decision-making, belief in worth and dignity of every person, people can be trusted to make wise decisions
• Students are social beings who want to belong and accepted in society
• Forego rewards and punishments
• Provide logical consequences for misbehaviors
• Mistaken goals
  • Attention getting
  • Power seeking
  • Revenge
  • Feelings of inadequacy
• Logical consequences- prior to providing logical consequences, teachers have to establish simple, specific classroom rules
• Encouragement rather than praise- students begin to become dependent on extrinsic rewards and praise
• Encouragement keeps students on task and minimizes student disruption
• Students should help develop classroom rules
• Democratic rather than autocratic
• Students from different cultures respond differently to the identification of their mistaken goals
• Four key concepts:
  • Mistaken goals
  • Democratic teaching
  • Encouragement
  • Logical consequences

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Lesson Plan Outline

Warm Up: 5-7 minutes

• The Self-Worth Exercise
  • 2 minutes:
    • SW choose 2-3 words that explain what determines their self-worth
    • TW write them on the board
  • 3 Minutes:
    • Class will add and subtract items based on their relevance to ES, MS, and HS

Theory Review:

• Identifying and Addressing Mistaken Goals:
  • Attention getting
  • Power seeking
  • Revenge
  • Feelings of inadequacy
• Logical Consequences
• Encouragement instead of Praise

 

Theory Application:

• Case study one: https://www.youtube.com/watch?v=tkClqz0weW4
• Case study two: https://www.youtube.com/watch?v=SGZILuL2yrg
• Case study three: https://www.youtube.com/watch?v=Tux9BKwX-wU&feature=youtu.be&t=6s
• TW ask:
  • How does this apply to Dreikurs’ theory?
  • What behaviors do you see?
  • What logical consequences could be used for the first offense and repeating offenses?

Theory Discussion: 7-10 minutes

• Pros and Cons discussion
  • Step one 5 minutes
    • SW be in 2 groups (a pro and a con) and brain dump
  • Step two 5 minutes
    • Discuss as a class

Debrief: 3 minutes

• SW line up in the order of “least likely to use the model” to “most likely to use the model” on a scale of 1 through 10 (details on the slide)

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This project was created by Nicole Spreeman and myself, Natalie Griffitts.