Glasser’s Reality Therapy Model
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Transcript of Glasser’s Reality Therapy Model
Glasser’s Reality Therapy Model
Group 4: Eric Wee Hin YongLinda Sia Lee Ping
Martin Ak AloMuhamad Hazwan
Siti Khairunisah
William Glasser• Chemical Engineer
• Board Certified Psychiatrist
• Author of several books
• Founder of the Institute for Reality
Therapy which services thousands of
people worldwide, teaching them how
to apply Dr. Glasser’s principles to their
lives.
Reality Therapy
• Reality Therapy has been around since the 1960s when a book of that name was published in the United States
• Firmly based on choice theory and its successful application is dependent on a strong understanding of choice theory.
What is Reality Theory ?
• Reality therapy is a strategy that helps students take responsibility for examining and solving their own problems.
• Glasser believes that students are rational beings who can control their behavior if they wish. – For example, witness the usual good
student behaviors found on the first day of school.
• Glasser believes that students are in
control of their behavior, that no unseen
factors are forcing them to do this or
that, and that they actually choose to
behave as they do.
• He claimed that misbehavior simply
resulted from bad choices while good
behavior resulted from good choices.
• They choose their behaviors. They can choose
to be good. They can choose to be bad.
• In order to make good choices students must
come to see the results of those choices as
desirable
• Teachers must help students see that they are
choosing to act in the ways they do
• Teachers must force students to acknowledge
their behavior and make value judgments
about it
• Teachers must refuse to accept excuses for bad behavior, always directing attention instead to what would be more acceptable
• The essence of discipline is in helping students make good choices.
Teacher Responsibilities • Teach students to make good choices, increasing good behavior• Create an environment where children can experience a sense
of belonging• Help students to evaluate and correct their own behavior by
using a nine-step questioning process (listed on the following page)
• Hold students accountable for their choices: Accept NO EXCUSES• Help students to understand that their actions affect others• Openly recognize students who follow the rules and display
appropriate behavior• Provide support and encouragement
The Nine Steps in Glasser’s Reality Therapy Model
1. The Student is confronted and told to stop the misbehavior.
2. The student is then asked to explain the behavior that was
occurring. The teacher uses “What” questions, not “Why”. This
prevents the student from finding excuses.
3. If the rule-breaking behavior continues, step 2 is repeated,
adding the question, “Is it against the rules?”
4. The teacher asks the student to make a plan or commitment
to find alternatives.
7. If the student fails to fulfill his or her commitment and plan,
the next step is isolation to a designated room (Principals
office or Special Isolation Room).
8. Finally, if the student is out of control, the parents are
notified and asked to collect the student immediately. The
student may return to the school when he or she obeys the
rules.
9. If all else fails, the parents and students are referred to an
outside agency to “work it out.”
Throughout this process, the focus is on the student’s
BEHAVIOR, not the STUDENT.
Student Responsibilities
• Actively participate in all classroom activities
• Work as a class to create a set of rules and consequences for when those rules are broken.
• Learn to work in groups of students with varying levels of skills and abilities.
• Recognize and self-correct inappropriate behaviors
• Accept responsibility for their actions and know the consequences of those actions.
Pros & Cons• Students learn to think about their
actions and to take responsibility for them.
• Students learn to work in groups and with students who are on different levels of learning than themselves.
• Students enjoy teaching their peers and learning from them.
• Students are not dependent on the teacher for everything.
• The students needs of survival, belonging, power, fun, and freedom, are met.
• The teacher’s sense of control can be threatened.
• It is difficult for teachers to give responses without encouraging students to make excuses for their behavior.
• The teacher may not be able to fully apply Glasser’s model due to circumstances beyond his/her control.
• Class meetings may consume more time than is desirable.
• Is not proven to entirely eliminate misbehavior.