1. Rudolf Dreikurs By Dan Macdonald and Hannah Botsford

3. Consultant in public schools

4. Influenced by social psychologist Alfred Adler

5. All Humans want to belong and be accepted by others.

6. All behavior, including misbehavior is orderly, purposeful and, directed toward achieving social approval

8. He also believed that our behavior and our choices are the result of our own biased interpretations of the world in front of us.

9. Human beings all have a need to belong and be accepted.

10. When a student is unsuccessful in obtaining acceptance, a pattern of misbehavior begins.

11. All misbehavior is the result of a child’s mistaken assumption about how to find a place and gain status.

12. Four Goal Types That Motivate Misbehavior Attention getting Power and control Revenge Helplessness or inadequacy

14. Annoying in class

16. Lazy

17. Disruptive

19. When asked to stop, will comply but will start again later

21. Legitimizing the proper behavior: using another student with proper behavior, have the whole class join in the behavior

22. Doing the unexpected: turning out the lights, changing the voice, playing a musical sound

23. Distracting the student: ask a direct question

24. Noticing appropriate behavior: thank the students, write well-behaved students’ names on the board

26. Teachers never win

27. Children win because society expects adults to behave in a responsible, moral way. However, children can cry, argue, contradict, lie, be stubborn, and disobedient.

28. When asked to stop, they become defiant, and increase negative behavior and challenge the adult.

29. Avoid putting pressure on children to make them behave appropriately

31. Believes that others have deliberately tried to hurt them and attempts to get even.

32. Convinced that nobody likes them

34. Hits or kicks others

35. Destroys property.

37. Change the subject

38. Use time out

39. Establish consequences Teachers should…

41. This child wishes not to be seen

42. Wants to be left alone

43. Rejects social contact, refuses to try most educational demands

45. Avoid criticism

46. Stress that making mistakes is okay

47. Build confidence

48. Acknowledging effort

52. Focuses on effort rather than achievement

53. Positive feedback

54. Motivates them to continue trying

55. Acknowledgement of effort

56. Self

57. Message between equals

58. Stimulates cooperation

60. Given for a completed achievement

61. Tells students they have satisfied the demands of others

62. Patronizing

63. Creates a superior position.

64. Stimulates competition

65. Stimulates selfishness

67. Be democratic rather than autocratic or permissive

68. Encourage students to strive for improvement, not perfection

69. Emphasize student strengths while minimizing weaknesses.

70. Help students learn from mistakes, which are valuable in learning

71. Encourage independence and the assumption of responsibility

72. Show faith in students, offer them help in overcoming the obstacles.

73. Encourage students to help each other

74. Be optimistic and enthusiastic a positive outlook is contagious.

75. Use encouraging remarks such as, “you have improved”, can I help you?”

78. Autocratic

79. Permissive

80. Democratic

82. Based largely on respect and learning about compromise and consequences

83. Students learn to be independent

84. They learn how to take responsibility for themselves and their actions

86. In a large classroom of 20 or more students, teachers cannot always have the time to determine the objectives of each student

87. Puts all the blame on the students.

88. Some situations can be misleading and not have a clear natural or logical consequence.

89. Questions or Comments?