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Rudolf Dreikurs – CUIN 4375

Rudolf Dreikurs – CUIN 4375. http://cuin4375summer09.wikispaces.com/. Check In. Reflection 1 & 2 Write in paragraph form Get personal File name: Lastname.Reflection2 Chapter Presentations Handout Engaging Activity. School Safety From USDE 12/07.

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Rudolf Dreikurs – CUIN 4375

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  1. Rudolf Dreikurs – CUIN 4375 http://cuin4375summer09.wikispaces.com/

  2. Check In • Reflection 1 & 2 • Write in paragraph form • Get personal • File name: Lastname.Reflection2 • Chapter Presentations • Handout • Engaging Activity

  3. School Safety From USDE 12/07 6/1/06-6/30/07: 55 homicides; 8 suicides (5-18) Away from school – 50x more likely to be murdered and 140x to commit suicide 61% of all school reported some type of crime to police 7% of teachers were threatened with attack; 3% were attacked 6% of children reported feeling unsafe at school; 5% reported feeling unsafe at home

  4. Teaching Styles • Autocratic Teachers • Use force or intimidation • Punishment and Rewards • Illusion of effectiveness (obedience v. responsibility) • Permissive Teachers • Avoid conflict • Don’t care • http://www.youtube.com/watch?v=5yObnwkvh1o • These styles do not build self-esteem

  5. Democratic Teaching • Authentic power • Understanding rather than judgment • Love unconditionally • Positive self-concepts • Everybody wins • Mutual respect http://www.tolerance.org/teach/activities/activity.jsp?ar=921

  6. What is the Purpose of Schools? What is Social Justice? Are schools/are you supposed to teach citizenship? Does school have a mission to develop young people who will seek to improve society? ~or~ Should schools develop young people to fit into present society as it is? Can you have democracy without dissent?

  7. Goal of Discipline • When a child is disciplined, the goal is to teach the child to be self-responsible and act in ways that get positive results, whether or not an authority figure is present. Discipline should help make a child aware of his or her choices and how the choices will make him or her happy or unhappy. Control over behavior then becomes internal and contributes to self-esteem.

  8. How to think like a Democratic Teacher • When in doubt back off- do not coerce • Children are not bad/wrong – aren’t getting needs meet • How would l like to be treated? • Use positive alternatives – brainstorm with others • Keep trying (80/15/5) • Be a lifelong student – read, explore, and attend professional development • Don’t get discouraged – Keep trying

  9. Paradigm Shift

  10. Mistaken Goals • Attention • Power • Revenge • Inadequacy It is not about you – the student has not learned how to get their needs met appropriately

  11. Mistaken Goals – How do you feel? • Attention --- Shake’em • Power --- Make’em • Revenge --- Hurt’em • Inadequacy --- Pity’em

  12. Encouragement

  13. Can you tell the difference? • Billy your painting is beautiful. • Sally you are the best reader in the class. • You’re getting faster at matching those shapes. • Jane you cleaned up the library and put all the books back on the shelf. • I’m proud of you for learning your multiplication tables. • You’re story is exciting and uses vivid language.

  14. Logical Consequence • Natural consequence • use when immediate and not dangerous • Respectful • Avoid sarcasm and shouting • Consequence should not be demeaning • Relevant and Related • Cause and effect (think safe learning community) • Reasonable and Realistic • Do not go overboard Remember the goal of discipline – to teach the child to be responsible for their action and to get positive results Problem-Solving may be a more appropriate first step

  15. What would the logical /natural consequence be? • A student is repeatedly late to class. • A student forgets their homework. • A student takes something from another student. • A student writes on school property with permanent markers. • A student repeatedly interrupts you and other students. • A student insults/teases another student.

  16. For Tomorrow and beyond • Read chapters 5&6 – must have book – student lead discussion – need active participants • Questions about reflections or presentations? • What do you think? Respond personally. • How do they relate to your classroom management style/philosophy? • Be sure to include information from the classes and the textbook.

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