TSL427 CLASSROOM MANAGEMENT CHAPTER 7: INTERVENING USING PSYCHOEDUCATIONAL STRATEGIES

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ABDUL MUHYI BIN HARUN NAJAH MAZNI BINTI ISHAK

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CONTENT
Rudolf Dreikurs: Goal-centred theory
Basic assumptions of individual psychology and goal-centred

theory
Motivation for behaviour Using goal-centred theory for intervention Strengths and weaknesses of goal-centred theory

William Glasser: Choice theory

Theoretical foundations in psychology Basic assumptions of choice theory Motivation for behaviour Needs satisfaction Contributing teacher beliefs: boss teacher and lead teachers
5/22/12 Using choice theory to promote positive behaviour

Basic assumptions of individual psychology and goal-centred theory

Based from the theory, individuals have their own

motivation/goal for their behaviour. something.

Theres motivation, whether good/bad to achieve (so) People tend to behave in socially accepted ways

(e.g: u make a goal to behave according to a groups culture in order to be part of them/to be accepted)

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Motivation for behaviour

People will behave positively when they want/expect:

1)themselves (act independently) and 2)others (influence)

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The concept of discouragement: Lost faith of what is important; have only 1 goal, that is to be noticed (Im here, Im exist). Therefore, Misbehave is the solution for them, as they found out they got respond (as they are discouraged to behave positively).
That is the reason for their misbehaving, to get

attention.

They prefer than being ignored, EVEN its the ve kind

of feedback (well, at least they notice me).

REMEMBER, this is just based more on emotional

level (instinct), with lesser on cognitive level

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Goals of misbehaviour
The four goals of misbehaviour

Goals and belief about

Inadequacy

To achive nurturing through

GOAL BELIEF Attention I matter only when Im noticed Power I matter only when I prove I can do what I like Revenge I matter when I make things fair by hurting others. Inadequa I am hopeless. Every cy time I try, I am reminded of my hopelessness 5/22/12

behaviour

Contributing teacher beliefs

To make things worse, some teachers hold

unproductive beliefs:

Im the teacher, Im in control, You as the students, have no choice, I make the decisions here
Authoritarian teachers always fail to handle students

who pursued with the 4 goals of misbehaviour. Hence,

To share power in classroom, teachers should believe

that children can make responsible decisions.

Use more likely on democratic method to empower

and encourage students.

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Using goal-centred theory to promote positive behaviour

4 basic principles:
1.

Democratically negotiated class rules members broken the rules.

. With rules and logical consequences if the 2. A mechanism for resolving conflicting needs . E.g: using class discussion 3. Systematic encouragement of all children 4. Planning for needs satisfaction. Eg: i.

attention-seeking: plan to notice only on their +ve manner 5/22/12

Encouragement vs. Praise Encouragement Praise

Accurate +ve feedback regarding the childs work or behaviour. Conveys respect
BEHAVIOUR Amy reads her story to the class

A value judgement made by a superior person Not a response based on mutual respect (might be fake)

PRAISING RESPONSE ENCOURAGING RESPONSE Good girls, your story was lovely I enjoyed your story, Amy. I bet you had fun writing it

Robert takes an urgent Mr. Johnson told me Thanks for your help, message to the principal you behaved well when Robert. You saved me a you delivered that lot of worry message. Well done! 5/22/12

Using goal-centred theory for intervention

Based from the theory, for students who misbehaved,

teachers should not point out the ve manner but FOCUS on their strength to encourage +ve behaviour. cannot be done. Therefore, the theorist suggests:

However there are some cases that the approach

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Before responding:
Identify the goal Break the cycle of the first reaction

Planned responding:
Disclose the goal Assert the social reality Give choices Implement logical consequences

ENCOURA GE

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Identify the goal

1) Examining the teachers own emotional reaction to

the childs behaviour.

2) Examining the response the child makes to the

teachers normal method of correction.

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CHILDS GOAL
Attention

TEACHERS FEELING
Annoyed

TEACHERS REACTION
Reminds

CHILDS RESPONSE
Temporarily stops but later continue

Power

Angry, challenged Fights or yields (give up)

Misbehaviour persist, worse, increase. Behaviour intensifies/change s to a new form of attack

Revenge

Hurt, personally threatened

Becomes defensive, retaliates

Inadequacy

Frustration, sense Keeps trying, Gives up and of hopelessness eventually gives up makes no genuine whatever is done attempt.
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It is common for human beings to react on the first instinct. Therefore, teachers (as the human being) need to calm down and react properly in order to break the cycle. Disclose the goal
Disclose in a 1)tentative manner, on the

2)appropriate time. e.g:

Could it be. that you want some attention? you? that you want me to notice you want revenge

it sounds like

you feel unfairly treated. 5/22/12

If the child resorts to continue, move to: Asserting the social reality
Consists in three parts: 1.

describe the behaviour tell why When I hear (1)those noises, Ariana, I feel (2)annoyed because (3)I have to keep stopping to speak to you.

2. describe your feeling or reaction 3.

e.g:

. If the child continues, the teacher should assume a 5/22/12

Logical consequences
Punishment: arbitary response to misbehaviour

imposed by a higher authority even)

It is not based on mutual respect (might be illogical

Logical consequences connects cause and effect They need to be negotiated earlier with class through

class rules (remember to establish class rules early of school-term). decided during the establishment of class rules.
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Avoid students blaming on teachers; its already E.g: 1)not done homework, zero marks. 2) vandalism,

Strengths and weaknesses

Strenghs:
1.

Based in psychoeducational theory. change in beliefs, attitudes and behaviour.

2. Provides productive method for creating long-term 3. Excelllent approach to promote positive behaviour

Weaknesses:
1.

Takes a long time limited with the 1)young and 2)intellectual disability children.
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2. Require high level of reasoning on students side;