DREIKURS - Logical Consequences

1. Pupils perform notice behaviour because they want to achieve certain

goals.
2. Pupils will attempt productive measure.
3. Pupils will attempt many strategies to get recognise
by the teacher
and seek further proof self-reliance & meaning fullness.
4. Pupils will seek attention through inappropriate behaviour if they cant
get attention through positive behaviour.
Pupils Misgoal Behaviour
1. Attention Seeking
Ways of attention seeking:-

Active constructive:o Competitive

o highly success oriented
o perfectionist
o tattle on others failures

Passive constructive:o vain, cute, flattering

o charms others
o manipulative

Active destructive:o power oriented

o impertinent
o want their own way
o rebellious

Passive destructive:o Untidy

o Lazy
o lack of concentration
o lack of positive action

2. Power Seeking
- after fail to get attention through Attention Seeking
- completely control his environment and challenge any authority
- Pupils characteristics
o overwhelmed with self-sufficient
o having their own rules
o refuse to obey class rules
o control-oriented:
stubborn

 cheating
lying
3. Revenge Seeking
- Fail to get attention from 1 and 2.
- Feels treated unfairly.
- Happy when others hurt.
- Misbehaviour:o Bully
o Vandalism
o Bias
o Steal
o Gangster
4. Display of Inadequacy
- wants to be alone (always)
- Fails to get attention through 1, 2 and 3.
- Pupils:-feels worthless/useless
o Withdrawn from society-more withdrawn if attentions are
given.
o Attitude of helplessness
o give up easily
5. Teaching Style - To guide pupils to exhibit good/desired behaviour.
i.
Democracy
the best teaching style to be used in classroom discipline
provides firm guidance but not promoting rebellion
help pupils to understand that making decisions are firmly tied to
responsibility
develop a sense of belonging
ii.
Permissive
fails to realise the importance of classroom rules
development of self-discipline is unimportant
resulting chaos and poor learning atmosphere
iii.
Autocratic
force their wills on pupils
no humour and warmth in the class-always serious
pupils react with hostility to the demand,command and
reprimands of the teacher.

6. Step To Exhibit Desire Behaviour

i.
ascertain pupils motive/mistake goals
ii.
help pupils to understand their motive
iii.
Exchange their mistaken goals to useful one. Help pupils to set a
new goal
iv.
encourage pupils to be committed to his new goals
v.
help pupils to understand the consequences of their behaviour

WILLIAM GLASSER
1. He believes that every people need to fulfil their needs which are love,
power & control freedom and last but not least is fun.
2. Reality therapy
a) A method of guiding people on how to direct their own lives, make
more effective choices, and develop the strength to handle the
problems of life.
b) Pupils perform misbehaviour in order to achieve certain needs
3. In classroom context a series of steps to help pupils understand the
choices that they are making.
a) Teacher tries to help the pupil to identify his inappropriate behaviour.
b) Teacher helps the pupil to identify the consequences of their
inappropriate behaviour.
c) The pupil needs to create a plan to eliminate inappropriate behaviour.
d) Teacher helps the pupil to implement their plan or allows the
consequences occur.
4. Love
a) Caring
b) Concern
5. Power control
a) Elect the pupils to be important person in class like class monitor,
club president, and prefect.
6. Freedom
a) Give the freedom for them to choose their way of studies and subject
like sports in physical education.
b) Give them the choices to choose group members.
7. Fun
a) Variety of activities in lesson plan.
b) Have jokes, humour in lesson

Jacob Kounin
1. Preventive discipline
2. Focus on teachers ability to affect pupils behaviour through
instructional management.
3. Key concept:
a) The ripple effect
Teacher correct one pupil, and the others will watch adjust
their behaviour
Can be correction of misbehaviour or praise.
b) Withitness

Is ability to be aware of what is going on in the

class.
c) Overlapping

Able to attend to 2 or more issues at the same

time.
d) Momentum

Appropriate pass and progression through a lesson

e) Smoothness

Able to conduct a lesson without interference

Maintain the direction of a lesson without losing

focus.

Not being diverted by irrelevant question

f) Group alert

Keep the whole class involved and interested

Some of the ways

1. Ask pupils question randomly
2. Physically move around the room
3. Making jokes
4. Things that teacher needs to avoid:
a) Over duelling

Stay on 1 topic too long

Will cause boring

b) Fragmentation

Disturb by the pupils irrelevent question

c) Thrust

To forgets to give clear instruction at appropriate

time
d) Stimulus-bond

Is distracted by an outside stimulus and draws the

classs attention to it

Discipline model
Canter Assertive
Reinforcement of appropriate behaviour and pupils acceptance of the
consequences
Elements
i. Set of rules that pupils have to follow
ii.
Those who follow the rules will get positive recognition
Type of teacher
i. Hostile/aggressive-tends to burst out/over each
ii.
Non-assertive
iii.
Assertive
Steps of implementation
i. Develop their relationship with pupils to gain their thrust
ii.
Establish class rules and routines
iii.
Monitor students behaviour and keep records
iv.
Implement the consequences to reinforce good behaviour
v. Use appropriate consequences to limit the behaviour
vi.
Establish strong parental support
Skinner
The reinforcement
i. Praise
ii.
Token
iii.
Reward
iv.
Privilege
Reinforce
i. Removal of the reinforce
ii.
Privilege
Steps of implement
i. Identify/analyse pupils behaviour
ii.
Develop behaviour modification plan
iii.
Identify rules, reinforces and consequences