Glasser and Classroom management.

• Look to behaviour to find solutions
• Who do you have control over only your self
• Major focus is relationships and so need connecting habits not disconnecting habits
• All behaviour is purposeful.
• A students behaviour is an attempt to meet a biological or psychological need.

Sucessful teachers ask

“What is the purpose of the student’s behaviour?”
“How can I help this student learn a replacement behaviour?”

Behaviour is made up of these 4 components:
1. Acting
2. Thinking
3. Feeling
4. Physiology

Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two.

The choices we make in our thinking and acting greatly affect our feeling and physiology.

Choice theory posits that most mental illness is, in fact an expression of unhappiness and that we are able to learn how to choose alternate behaviours that will result in greater satisfaction.


The democratic Discipline model. Rudolf Dreikurs

Students should be given a choice rather than be forced to behave as directed.
Attaining recognition as a worthy, able individual in the group is central to personality and happiness.

This theory of classroom management is for pre adolescents. It is useful for year 7 and year 8. Some of the ideas are useful for older children.

This theory is based on the fundamental idea that
People are, basically, social in nature and, as such, have an innate drive to belong to a social group.

Principles of democratic discipline
1. Try to understand why a student is behaving in a particular manner
2. Allow students to have some say in decisions that effect them
3. Be a kind, responsible accepting person who models for students the behaviour that is expected of them.


Preventive Strategies

1. Offer encouragement on a regular basis
2. Focus on effect rather than achievement
3. Encourage in a way that highlights the value of learning
4. Classroom discussions are helpful in preventing discipline problems
5. Develop a positive relationship with students
6. Establish a relationship of mutual respect
7. Look for assets in each of the students
8. Have a flexible attitude towards students

Taken from a paper given out by Alan Coman.