Dreikur’s Logical Consequences Model

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Dreikur’s Logical Consequences Model by Mind Map: Dreikur’s Logical Consequences Model

1. Key concepts

1.1. 1. discipline teaches studets to impose limits on themselves

1.2. 2. Studenst want status and recognition. Their behaviour is directed by their desire to belong

1.3. 3. Dreikurs believed that it was possible to understand children's misbehaviour by recognising the four main purposes of the child.

1.3.1. The four goals of misbehaviour are: 1. seeking attention, 2, gaining power, 3. taking revenge & 4. displaying inadequacy.

1.4. 4. Students often engage in misbehaviour because the believe that it will lead to the recognition that they want.

1.5. 5. Use encouragement and logical consequences instead of reward and punishment.

1.6. 6. Teachers should teach students that unpleasant consequences always follow inappropriate behaviour.

1.7. 7.Teachers who teach in a democratic fashion have most effectively establish discipline.

1.8. 8. Categorisation of teachers is based on the predominant behaviour they show in the classroom.

2. What teacher should do?

2.1. 1. give explicit directions for the actions expected of students.

2.2. 2. establish a relationship with each individual based on trust and mutual respect.

2.3. 3. use logical consequences as much as possible.

2.4. 4. see each behaviour in its proper perspective

2.5. 5. let students assume greater responsbility for their own behaviour and learning.

2.6. 6. combine kindness and firmness.

3. Dreikur's reason for misbehave

3.1. 1. Seeking attention

3.1.1. - some students strive to be center of attention-do anything to be noticed

3.1.2. - attention seekers need to be disciplined for: disrespect, teasing, disturbing in class, being uncooperative, swearing, talking, away from seat, making fun of others.

3.1.3. - if they fail to get attention, they move on to more problematic goal-seeking behaiour which is power.

3.2. 2. Gaining power

3.2.1. - wanting to be in charge or in control

3.2.2. - dont hesitate to take a standon matters important to them and are often disruptive and confrontational in reaching their goal.

3.2.3. - student who struggles for power: disobeying, disrespect, not cooperating, talking back, disturbing the class.

3.3. 3. Talking revenge

3.3.1. - wanting to get even in order to compensate for real or imagined hurt feelings.

3.3.2. - revenge may come in the form og physical or physchological attack.

3.3.3. - bullies often use revenge as excuse for shoving or pushing, teasing, causing embarrasment and excluding others.

3.4. 4. Displaying inadequacy (avoidance of failure)

3.4.1. - to avoid repeated failure, some students appear to be discouraged and helpless.

3.4.2. - they falsely believe that they cant live up to expectations (their own or others)

3.4.3. - to compensate this belief, they dont attempt anything that might result in failure. hoping others will forget abt them and not hold them responsible for anything.

3.4.4. - may be disciplined for: 1. not paying attention, 2. not being prepared, 3. being dishonest, and 4. wasting time. (describes as "learned helplesness)

4. 3 types of teacher:

4.1. 1. Autocratic

4.1.1. - autocratic teachers force their will on students in order to ontrol the class

4.1.2. - they motivate students with outside pressures rather than stimulate motivation from within.

4.1.3. - this attitude and approach tends to perpetuate problem behaviour.

4.1.4. - authoritarian figures are being rejected by students.

4.1.5. - students seek a democrativ atmosphere in which they are treated as equal human beings and react with hostility to the autocratic teach.

4.2. 2. Permissive

4.2.1. - permissive teachers generate problem behaviour bcause the atmosphere they allow is not based on evryday reality.

4.2.2. -students in permissive classroom fail to learn that successful living in general society requires them to follow rules. they do not learn that failure to follow ules results in adverse consequences.

4.2.3. - they do not learn that acceptable behaiour requires selfdiscipline.

4.2.4. - students believe that they are free from restraint and can do whatever they want

4.3. 3. Democratic

4.3.1. - neither permissive nor autocratic

4.3.2. - providefirm guidance and leadership by establishing rules and consequences.

4.3.3. - freedom grows from discipline.

4.3.4. - students understand that consequences follow behaviour. they are free to choose behaviour that will attain their legitimate needs.