03/05 - Classroom Management 2

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03/05 - Classroom Management 2 by Mind Map: 03/05 - Classroom Management 2

1. Alder's Individual Psychology

1.1. Based on Alfred Adler

1.2. 1. Basic motivation is to belong

1.3. 2. Humans are social beings

1.4. 3. People make their own decisions

1.5. 4. Personality is shaped by perception of their experiences

1.6. Principles

1.6.1. Belonging is a basic motivation Children seek behaviour which will gain them recognition and belonging

1.6.2. All behaviour has a purpose No behaviour is random There is always a goal

1.6.3. Lifestyle is unique and unified Different people respond in different ways to similar experiences

1.6.4. Loss of confidence results is behavioural problems Schooling confirms many childrens views of themselves as inadequate Both peers and teachers can be sources of discouragement

2. Dreikurs

2.1. Behaviours

2.1.1. Attracting Attention Assertive Clown Nuisance Show off Unpredictable Passive Laziness Anxious Speech Problems Shyness Over Pleasant

2.1.2. Demonstrating Power Attacking Arguing Rebellion Disobedience Bullying Temper Tantrums Defending Unco-operative Dawdling Stubborness Forgetfulness

2.1.3. Escaping by withdrawal Defending Stupid Idle Incapable Hopeless Juvenile

2.1.4. Seeking Revenge Attacking Stealing Visciousness Destructiveness Cruelty Violence Defending Sulleness Moodiness Moroseness Passive Hate

2.2. Goals of Misbehaviour

2.2.1. By how the students behaviour makes YOU feel Irritated or annoyed Attention seeking Provoked, angered Power Deeply Hurt Revenge Hopeless, inadequate Escape by withdrawal

2.2.2. By how the student responds to you correction Stopping (temporarily) Attention Continuing the behaviour Power Escalating verbal or phyical violence Revenge Disinterested Escape by withdrawal

3. General Notes


4. Discouraging

4.1. Teacher Discouraging Behaviours

4.1.1. Mistake Centered Approaches Belief children will not improve unless their mistakes were shown Students made to fell inferior since nothing comes to teachers expectations

4.1.2. Competition Children stimulated by the chance of "winning" praise individual achievement promotes competition and comparison

4.1.3. Conditional Acceptance Accepting students on the condition on them getting better Children will see they are never good enough

4.2. Encouraging

4.2.1. Accept students as they are now

4.2.2. Show faith in students ability to learn

4.2.3. Acknowledging genuine improvement

4.2.4. Building on strengths to develop skills

4.2.5. Promoting genuine social integration

4.2.6. Helping students to learn from mistakes rather than avoid them

5. Consequences and Punishment

5.1. Use consequences instead of punishment

5.1.1. Separate the behaviour from the students

5.2. Behaviours

5.2.1. Know whats best Consequences Students make their own decision Punishment Teachers know whats best

5.2.2. Responsibility for student behaviour Consequences Punishment

5.2.3. Concerned with the past or present Consequences Punishment

5.2.4. Whats really at stake Consequences Punishment

5.2.5. Connection between actiona and result Conequences Logical Connection between action and consequences Punishment Arbitary connection between action and consequences

5.2.6. Moral Judgement Consequences No moral judgements Punishment Moral judgement

5.2.7. Feelings and relationship Consequences Relationship is friendly Punishment Anger and resentment

6. Readings

6.1. Van manen Anecdotes