Theories of Classroom

Management
Rudolf Dreikurs
Logical Consequence

Quamrul & Hany

Major Models of Classroom Management

• Assertive Discipline
(Lee Canter, 1970)
• Logical Consequence (Rudolf Driekurs, 1968)
•Teacher Effectiveness Training (Gordon, 1977)
 Rudolph Dreikurs
(1897-1972)

 Born in Vienna and Migrated to US in

1937
 Became director of Alfred Adler
Institute in Chicago US
 His work was based on The Adlerian
Psychology.
 Main Principles
and Practice

•Democratic Teaching ( The teacher is a responsible guide).

•Assumption that all students desire and need social
recognition.
•Giving choices to Students
•Encouraging students
•Quiet actions rather than words
•Discipline is based on mutual respect.
 Democratic Teaching Characteristics

•Friendly and firm environment

•Showing respect by good listening
•Involving students in classroom management.
•Encouraging team work
•Good planning.
•Preventing misbehaviour.
In case of Misbehaviour Driekurs advocates application of
logical consequences

Four Mistaken Goals

•Attention Getting
•Power Seeking
•Revenge
•Feelings of Inadequacy
 Key features of Logical Consequences

•Children should be given a choice rather than direction.

•Logical consequences must be explained understood, and
agreed upon by the students.
•Logical consequences can be applied to influence students’
behaviour.
Specific example on classroom setting

•Hand out. (behaviour- inattentive student)

•Video
 Advantages

•Empower students.
•Promotes better communication between teacher and students.
•Fair discipline through logical consequences helps students
understand their behaviour and teaches correct behaviour.
•Understanding student behaviour helps getting safer schools
and caring classroom.
•Promotes autonomy.
 Disadvantages
•It is hard to encourage students without determining their
motivations which are individual and various.
•Autocratic cultures cannot accept democratic practices in
classrooms.
•Difficult to come up with logical consequences on the spot in the
classroom setting.
•Differences in understanding between students and the teacher
about goals and rules.
•Problems communicating desired outcomes with students.
The effect of the theory on teaching and learning

•Creates community feelings.

•Fosters Community environment.
•Encouragement not praise, more beneficial to learning
environment.
•Encouragement improves motivation of the classmates.
 Example from prac. Class
Girls High School

•Year 8 maths class (low ability level)

•One disruptive girl (Attention Getting), when engaged in doing
class work.
•Teacher found she has done first problem correctly. Then she got
her to explain her work on the blackboard in front of the class.
•Teacher empowered the student, Thus, the student disruptive
behaviour has changed.
 Problematic dimensions associated with the theory

•The class may lose discipline in case of democracy is misunderstood

due to personal differences.
 Bibliography

•Dreikurs, R., Grunwald, B. B. and Pepper, F. C. (1971). Maintaining

sanity in the classroom. New York , NY. Harper & Row. Retrieved on
Jan 24, 2004
•Kimber W. M, Beverly J. T, and Peter V. P(2005) Models of Classroom
Management as Applied to the Secondary Classroom. The Clearing House,
September/October 2005, 36-39
•www.nicertutor.com/doc/NCC/edn242/edn242_dreikurs.ppt
•http://www.andrewbrubaker.com/portfolio/professional/artifacts/asset
s/classroom_management.pdf
•http://www.youtube.com/watch?v=0FoZ63ydsBc&feature=related