1. on the show tonight
channel
ACU

2. Theories of Classroom
Management
A practical challenge of rectifying
unwanted classroom behaviour: a view
of adolescents
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3. Outline
‣ Humanists
‣ Rudolf Dreikurs
‣ Principles & theory
‣ Practicalities/Application of theory
‣ Challenging the theory
‣ How effective is the theory
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4. The Humanist Approach
‣ Humanists’ Central tenets
‣ individuals inherently want to prosper into their full potential
‣ free will
‣ Proponents - Carl Rogers, Maslow
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5. Rudolf Dreikurs
Principles
‣ All people are social beings with one overriding motivation: the desire
to belong
‣ When a person drifts from a sense of belonging (family, school, peers),
the individual will find a way for a meaningful place within a group
‣ “All misbehaviour is the result of a child’s mistaken assumption about the
way he can find a place and gain status” (Dreikurs, 1968, p. 36)
‣ named theory The Stages of Mistaken Goals because, there is a belief
that a person does not see reality as it is, but only as he perceives it,
and his perception may be mistaken or biased (that sometimes a
person is not afford reality to make his/her decisions)
‣
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6. Principles
‣ Logical Consequences v’s Punishment
‣ Encouragement v’s Praise
‣ Teaching Models
‣ Autocratic
‣ bossy, sharp, commanding, uses punishment
‣ Permissive
‣ few limits, no consequences to actions
‣ Democratic
‣ cooperative, encouraging,
‣ nurtures a sense of belonging in a class
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7. Dreikurs’ 4 stages of Mistaken Goals

8. Dreikurs’ 4 stages of Mistaken Goals

13. Applying the Theory

14. Applying the Theory

15. case study - Sam
‣ Sam and Moses are year 9 boys
‣ Sam is a new student with a lower SES from a single
parent home. He has been in trouble with teachers
for constantly interrupting in class
‣ Moses is a well-like, model student who performs well
‣ The boys were grouped together for a project
‣ Sam has shown delinquent behaviour toward teacher
and his classmates since coming to the new school

16. in news earlier today
channel
ACU

17. in news earlier today
channel
ACU

18. Theory applied to behaviour

19. Theory applied to behaviour
‣ Q. What is one of the main purposes in adolescent life?
‣ A. To achieve SOCIAL STATUS and ACCEPTANCE

20. Theory applied to behaviour
‣ In order for Sam to achieve this social status, and because
he has been in trouble before, it is evident that he acts out
on the four of the “mistaken goals” of Dreikurs’ theory

21. “Mistaken Goals” of Dreikurs’ Theory

22. “Mistaken Goals” of Dreikurs’ Theory
‣ 1. Seeking attention

23. “Mistaken Goals” of Dreikurs’ Theory
‣ 1. Seeking attention
‣ 2. Seeking power

24. “Mistaken Goals” of Dreikurs’ Theory
‣ 1. Seeking attention
‣ 2. Seeking power
‣ 3. Seeking revenge

25. “Mistaken Goals” of Dreikurs’ Theory
‣ 1. Seeking attention
‣ 2. Seeking power
‣ 3. Seeking revenge
‣ 4. Feeling inadequate

26. 1. Seeking Attention
‣ In this case, Sam is looking to belong and be recognised in the class
‣ Many times this occurs because students are not getting the
recognition that they feel they deserve
‣ If Sam cannot get attention from positive behaviours, he will seek it
with inappropriate behaviour (such as a fist fight with Moses)

27. 2. Seeking Power
‣ Sam feels inferior, so he is trying to gain power
‣ He feels that once the battle has been joined, he has already
won it
‣ Behaviour characteristics consist of Sam repetitively displaying
behaviour to make him the centre of attention

28. 3. Seeking Revenge
‣ Sam thinks the only way to get recognition is to retaliate for the
way he feels he has been unfairly treated.
‣ This is formed after a long series of discouragement by failing
trials for attention-getting and power.
‣ Sam’s behaviour characteristics consist of him hurting Moses
physically.

29. 4. Feeling Inadequate
‣ The student who shows inadequacy or helplessness is the
most discouraged
‣ The student has lost all initiative of ever trying to belong to
the group

30. What does the teacher do?

31. What does the teacher do?
‣ Q. What does the teacher do to minimise/eradicate this
behaviour?

32. What does the teacher do?
‣ Q. What does the teacher do to minimise/eradicate this
behaviour?

33. What does the teacher do?
‣ Q. What does the teacher do to minimise/eradicate this
behaviour?
‣ A. Use certain techniques to modify the unwanted
behaviour

34. For the attention seeker
‣ To give attention to Sam for inappropriate behaviour would be
playing into his plan and would not help him learn how to behave
productively in a group
‣ In this case, a technique such as moving Sam away from the fight and
distracting him with other things (such as asking him to run an
errand) could be helpful

35. For the power and revenge seeker
‣ The teacher could make Sam take some “time-out” to think
about his actions
‣ Set a consequence such as staying back after school for 10
minutes to talk to the teacher about what happened and how
it can be rectified and never re-visited

36. For the inadequate student
‣ The teacher must exercise great patience
and attempt to show Sam that he is capable
‣ To assist Sam, a teacher could either teach
positive self-talk or build confidence within
him

37. References
Carson, Robert N. (2002) Reaction to Presidential Address of Ronald Butchart.
Educational Studies 27 (3),207-216
Donald Dinkmeyer (1961) Understanding Children's Behaviour. The Elementary School
Journal, 61(6), 314-316. Retrieved February 26, 2011 from http://www.jstor.org/stable/
999885
Timeline of Psychology. (n.d.). In Wikipedia. Retrieved February 26, 2011 from http://
en.wikipedia.org/wiki/Psychology
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38. Attribution/Acknowledgements /1
credit in order of appearance:
Real Rice (2006). Ta Prohm Piano Version On Un Arriere-gout de Cannelle [CD]. Retrieved on March
1, 2011 from: http://www.jamendo.com/en/album/3426
Sigmund Freund (photograph) (1926). Retrieved March 3, 2011 from: http://commons.wikimedia.org/
wiki/File:Sigmund_Freud_1926.jpg
Ivan Pavlov (photograph) (c 1905). Retrieved March 3, 2011 from http://www.fotopedia.com/wiki/
Ivan_Pavlov
Jean Piaget (photograph) (1932). Retrieved March 2, 2011 from http://commons.wikimedia.org/wiki/
File:Piaget-Duckworth.jpg
Abraham Maslow (photograph) (1950). Retrieved on March 3, 2011 from http://
commons.wikimedia.org/wiki/File:Abraham_maslow.jpg
BF Skinner (photograph) (1950). Retrieved on March 3, 2011 from http://commons.wikimedia.org/wiki/
File:B.F._Skinner_at_Harvard_circa_1950.jpg
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39. Attribution/Acknowledgements /2
Gilden, Bruce (2006) Photograph School’s Out, Retrieved March 2, 2010 from: http://
www.flickr.com/photos/tatteredcoat/144752893/
Finnley, Spencer (2008). Photograph The Story of My Life. Retrieved March 2, 2011 from : http://
www.flickr.com/photos/spencerfinnley/3105682577/in/photostream/
Potter, Jenny (2008) Photograph POW! Retrieved March 2, 2010 from: http://www.flickr.com/
photos/moveyourknees/2378127963
Maslennikov, Misha (2008) Photograph Lesson of Drawing at Sunday School. Retrieved March 2,
2011 from: http://www.flickr.com/photos/chudo1909/2583982582
Malko, Anthony (2010) Video The Fight Retrieved March 18, 2011 from: http://blip.tv/file/3711280/
The producers would like to thank the artists and creators who give permission to
use their works via Creative Commons.
The authors of this document acknowledges that the contents, in whole or
in part, including audio and visual media within are used solely for
purposes of education and not intended for commercial use.
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