Presentation on theme: "Democratic Theory of Education. b. 1897 in Vienna, Austria; d. 1972 Earned medical degree from the University of Vienna. Worked with family and."— Presentation transcript:
Democratic Theory of Education
b in Vienna, Austria; d Earned medical degree from the University of Vienna. Worked with family and child counseling. moved to America in 1937 Became director of psychiatrics at the Alfred Alder Institute of Chicago. Professor of psychiatrics at Chicago Medical School. Became an expert in classroom behavior through his books: Psychology in the Classroom (1968) Discipline Without Tears coauthored with Pearl Cassel (1972, 1995) Logical Consequences coauthored with Loren Grey (1995) Maintaining Sanity in the Classroom coauthored with Bernice Grunwald and Floy Pepper (1982, 1988)
Autocratic Teacher: Domineering; Controlling and proponent of harsh consequences. Causes a student to feel challenged and needing to retaliate. Ineffective in helping students to learn to discipline themselves. Permissive Teachers: Soft; Does little to reign in inappropriate behaviors making various excuses for said behaviors. Allows students to control classes on their own terms. Students do not learn that freedoms are linked with responsibilities. Hampers the development of self-discipline. Democratic Teacher: Motivational; reaches out to the student as an independent, thinking entity. Recognizes that the student can make appropriate decisions given the opportunity and responsibility. Teaches freedom coupled with responsible action. Helps the student develop self-discipline.
…students wish to belong in some way or another somewhere. Though, when such a desire goes unanswered, the student will find a way to acquire some sense community… …even if it is disruptive and/or destructive. Mistaken Goals Getting Attention: unrelated questions, continual assistance, hovering Seeking Power: argumentative, lying, contrary Seeking Revenge: violent, bravado Displaying Inadequacy: disconnected, pretended ignorance To address the behavior, one must first recognize it… (http://www.youtube.com/watch?v=y8qb9TRqZsM)
Ways to identify Mistaken goals Do you feel annoyed? Do you feel threatened? Do you feel hurt? Do you feel powerless? Or once the wrong behavior is addressed… Does the student stop the behavior only to repeat it minutes later? Do they refuse to stop or perhaps even increase the wrong behavior? Does the student become outwardly violent ? Do they simply refuse to respond, participate or acknowledge the teacher?