Theory of Democratic Teaching

8/12/2019 Theory of Democratic Teaching

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THEORIESOFDEMOCRATICTEACHING

(RUDOLFDREIKURS)

By

Gabriel Lance Anak Maling

Muhammad Farid Akmal Bin Adam

Muhammad Nazmi Bin Salim

Richard Rao a/l SoorianarayananWan Hakimi Bin W Hamzah


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BIOGRAPHICALINFORMATIONRUDOLF

DREIKURS

Born in Vienna, Austria in 1897

Graduated from medical school at the University of

Vienna

Moved to Chicago in 1939 and studied underpsychiatrist Adler

Adler believed that that all humans wanted to

belong and be accepted by others

Died in 25th

May 1972


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THEORYOFMISBEHAVIOR

Students misbehave in order to seek attention,

power, revenge or sympathy

Not necessarily aware of the reasons for their

misbehavior


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Dreikurs states that "his goal may occasionally vary

with the circumstances: he may act to attract

attention at one moment, and assert his power or

seek revenge at another" (Dreikurs, 1968 in Kohn,

2006).


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ATTENTIONANDPOWER

Attention seeker

get up during class frequently, disrupt other students,

blurt out answers or ask repeated questions.

teacher should decide when to give attentione.g. read

out loud, class demonstrations, present information toclass


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Power seeker

Challenge authoritye.g. might call teacher names to

be respected by peers

Dont enter a power struggle! Keep cool. It helps to say

to yourself Im in charge here

Make them discussion leaders, run errands, role

playing, monitor other students during field trips


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REVENGEANDSYMPATHY

Revenge seeker May ridicule or taunt in order to humiliate the teacher,

will expect you to get flustered and defensive

Respond with humor and demonstrate that you

understand and care

build a relationship with the student, let the students seeyou as a humane person, positive attention reduces the

urge for revenge


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Sympathy seekers

Students avoid work, complain and always ask for help

Dont pity, sympathize or criticize

Make sure the assignment is at the proper level, use

praise, prompt and leave strategy


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DEMOCRATICCLASSROOM

Students and teacher formulate rules and

consequences together

Teachers responsibility to follow through with

consequences

Believed in logical consequences as opposed to

punishment

E.g. If a student writes on the walls of the school and

the teacher keeps them after school is that a logical

consequence or a punishment? Why?


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MAINARGUMENTSABOUTDEMOCRATIC

TEACHING.

Classrooms are democratic with appropriate

teaching styles.

Mutual respect motivates pupils to behave

constructively.

Constructive behaviour occurs out of their

heightened sense of social interest.


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Three types of teachers: autocratic.(harsh boss),

permissive (uninvolved and no expectations), and

democratic (support internal motivation and

responsibility).

Pupils who do not feel a sense of belonging will

resort to: attention gaining, power seeking,

revenge, or displaying inadequacy.


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Praise supports completion.

Encouragement supports the process.

Logical consequences produce better results than

punishment.


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STRATEGIESINDEMOCRATICTEACHING.

Provide lessons with social interest in mind.

Provide a teaching environment that supports

pupils sense of belonging.

Come up with a set of classroom rules as a group. Support responsibility through freedom of choices

in lesson plans.


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Avoid power struggles and encourage pupils who

display inadequacy.

Encourage pupils rather than praise them.

Provide pupils with logical consequences tomistaken goals to support responsibility and avoid

punishment.


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USEFULNESSOFDEMOCRATICTEACHING.

ESL classes allow pupils to work in small groups

and as a large group to support social group

belonging.

Social groups can take place in criticism,

aesthetics, and production.

Encourage pupils who seem discouraged in the

process of a product, rather than praising them for

their completion.


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BIBLIOGRAPHY

http://en.wikibooks.org/wiki/Classroom_Manageme

nt_Theorist_and_Theories/Rudolf_Dreikurs

http://www.metu.edu.tr/~e133376/project/The%20S

ocial%20Discipline%20Model%20of%20Rudolf%20

Dreikurs.htm

http://www.newworldencyclopedia.org/entry/Rudolf_

Dreikurs

Classroom Management Theorists handout

prepared by Professor J. McNair (from our vista

page)

Sparks-Langer, G., Starko, A., Pasch, M., Burke,

W., Moody, C., Gardner, T. Teaching As Decision

Making: Successful Practices for the Secondary

Teacher. Ohio: Merrill Prentice Hall, 2004
http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://www.metu.edu.tr/~e133376/project/The%20Social%20Discipline%20Model%20of%20Rudolf%20Dreikurs.htmhttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurshttp://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Rudolf_Dreikurs

Theory of Democratic Teaching

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