FUNDEMENTALS OF DREIKURS' SOCIAL DISCIPLINE MODEL

Dreikurs' Social Discipline model is based on the four basic premises of Adler's social theory.
These premises are (http://wik.ed.uiuc.edu/index.php/Dreikurs!"#$udolf%:
&. 'umans are social bein(s and their basic moti)ation is to belon(
!. All beha)ior has a purpose
*. 'umans are decision+makin( or(anisms
,. 'umans only percei)e reality and this perception may be mistaken or biased
Dreikurs' educational philosophy is -based on the philosophy of democracy. with its implied
principle of human e/uality. and on the socio+teleolo(ical approach of the psycholo(y of Alfred
Adler. 0n this frame of reference. man is reco(ni1ed as a social bein(. his actions as purposi)e
and directed toward a (oal. his personality as a uni/ue and indi)isible entity- (Dreikurs. &234. p.
x%. A socio+teleolo(ical approach implies the existence of 5od. a hi(her purpose. and a natural
order of thin(s. Dreikurs belie)ed it was possible to understand children's misbeha)iors by
reco(ni1in( the four main purposes or (oals of the child. The four (oals of misbeha)ior are
attention getting, the contest for power, seeking revenge, and displaying inadequacy. Dreikurs
promoted the use of encoura(ement and lo(ical (and natural% conse/uences rather than reward
and punishment.
6ssentially. e)ery action of the child is (rounded in the idea that he is seekin( his place in the
(roup. A well+ad7usted child will conform to the re/uirements of the (roup by makin( )aluable
contributions. A child who misbeha)es. on the other hand. will defy the needs of the (roup
situation in order to maintain social status. 8hiche)er of the aforementioned (oals he chooses to
employ. the child belie)es that this is the only way he can function within the (roup dynamic
successfully. Dreikurs states that -his (oal may occasionally )ary with the circumstances: he
may act to attract attention at one moment. and assert his power or seek re)en(e at another-
(Dreikurs. &234. p.!9%. $e(ardless if the child is well+ad7usted or is misbeha)in(. his main
purpose will be social acceptance.
The followin( are techni/ues that can be used to address the four (oals of misbeha)ior:
A. Attention 5ettin(
&.
&. :inimi1e the Attention + 0(nore the beha)ior. stand close by. write a note
!. ;e(itimi1e the <eha)ior + "reate a lesson out of the beha)ior. ha)e the class 7oin
in the beha)iors
*. Do the =nexpected + Turn out the li(hts. play a musical instrument. talk to the
wall
,. Distract the Student + Ask a /uestion or a fa)or. chan(e the acti)ity
>. $eco(ni1e Appropriate <eha)ior + Thanks students. (i)e the a written note of
con(ratulations
3. :o)e the Student + Ask the student to sit at another seat. send the student to a
-thinkin( chair-
<. Seekin( ?ower and "ontrol
&.
&. :ake a 5raceful 6xit + Acknowled(e student's power. remo)e audience. table
matter for later discussion.
!. =se a Time+@ut
*. Apply the "onse/uence
". Seekin( $e)en(e
&.
&. Same as for -"ontest for ?ower-
D. Displayin( 0nade/uacy
&.
&. :odify 0nstructional :ethods
!. =se "oncrete ;earnin( :aterials and "omputer+6nhanced 0nstruction
*. Teach @ne Step at a Time (or break instruction into smaller parts%
,. ?ro)ide Tutorin(
>. Teach ?ositi)e Self+Talk and Speech
3. Teach that :istakes are @kay
9. <uild Student's "onfidence
4. Aocus on ?ast Successes
2. :ake ;earnin( Tan(ible
&B. $eco(ni1e Achie)ement
CASE STUDIES FOR PRACTICAL CLASSROOM IMPLEMENTATION
8e ha)e summari1ed some actual case studies from Dreikurs' book entitled Psychology in the
Classroom: A Manual for Teachers in hopes that these examples will be inspirational for use in
your own classroom. These studies pro)ide methods and strate(ies for dealin( with the four
(oals of misbeha)ior: Attention Getting, evenge, Power and Control, and !elplessness and
"nadequacy. 8hile each strate(y may be modified for the secondary classroom. Dreikurs
primary focus was beha)ior mana(ement at the elementary le)el. The authors ha)e (i)en
examples for elementary. 7unior hi(h or middle school. and hi(h school le)els. These case
studies come from the school system of 5ary. 0ndiana in the &2>B's.
#lementary Case $tudy
<essie is repeatin( the third (rade. 'er learnin( rate is probably low. 0n math she will put
anythin( down for an answer or she mi(ht put down no answer at all. She seems afraid to recite.
Dreikurs concludes that the child is functionin( on a lower le)el than her ability allows. <essie's
teacher has spoken with the class about the importance of bein( (ood listeners. 0t was decided
and a(reed upon that while one student was readin( aloud other students would wait to raise their
hands until the teacher asked for input. This would encoura(e students like <essie to recite
without feelin( ner)ous or interrupted. Dreikurs notes how this strate(y was effecti)e in inducin(
the whole class to (i)e <essie support and encoura(ement. The teacher also be(an (i)in( <essie
more time to finish her work. <y the next week. <essie had impro)ed a (reat deal. The teacher
remarked that she was proud of <essie. drew a smilin( picture on her paper. and solicited
encoura(ement from the principal as well. <essie's teacher. by identifyin( <essie's fear of failure
durin( recital and remo)in( pressure. allowed <essie to disco)er that she could sol)e the
problems. After this reali1ation. <essie was soon able to work at a faster pace. Aurthermore. by
encoura(in( <essie. the teacher nurtured <essie's pride in her accomplishments (Dreikurs. &234.
p.&94%.
This case study focuses on the fourth (oal of misbeha)ior. or !elplessness and "nadequacy.
<essie was refusin( to try most educational demands because she was unaware of her
capabilities and therefore refused to comply with classroom expectations. <essie's problems are
rooted in feelin( discoura(ed. Strate(ies that assist helpless students include modifyin(
instructional methods. teachin( in a step+by+step fashion. allowin( for mistakes. buildin(
confidence by reco(ni1in( achie)ement. and teachin( positi)e self+talk. <y modifyin(
instruction based on <essie's indi)idual needs. her teacher was successful. 0t is important to note
the si(nificance of the teacher's responsibilities when considerin( Dreikur's beha)ior
mana(ement techni/ues. These strate(ies re/uire an openness and carin( for the student in order
to achie)e success.
Middle $chool Case $tudy
"harles is fifteen years old and in the se)enth (rade. Althou(h he is three years older than the
other students. he is small and sli(ht. 'e comes from a lar(e family with many older married
siblin(s. There is a new baby at home. 'is sister. one year youn(er than him. is also in the class.
The teacher was assi(ned the class four months prior followin( a substitute. 'e found "harles to
be disrupti)e and uncooperati)e. "harles would wander around the classroom and speak out of
turn re(ularly. Althou(h there were other disrupti)e students in the class. "harles had a more
malicious and arro(ant demeanor. Dreikurs theori1ed that "harles sou(ht power and control and
was perhaps exhibitin( elements of re)en(e. The teacher sou(ht to diffuse the situation by bein(
friendly and courteous. yet was at a loss for an effecti)e strate(y. A paddle was supplied by the
administration. but the teacher declined this approach. Dreikurs felt that the paddle more than
likely contributed to the disrupti)e situation in the classroom and appreciated the teacher's
approach. The teacher found it difficult to maintain (roup discussions on discipline in the
classroom due to disruptions. 'e obser)ed that "harles mi(rated to the lar(er. more ru((ed boys
in the class. often tradin( punches. "harles once displayed a switchblade. which the teacher
firmly asked him to lea)e at home. Dreikurs obser)ed that the teacher did the ri(ht thin( in not
confiscatin( the knife because "harles respected the teacher's instructions and did not display the
knife a(ain.
@ne day when the teacher obser)ed "harles out of his seat a(ain. he asked "harles why he was
not seated. "harles responded that he needed to find his book. 0t had been fifteen minutes since
the assi(nment re/uirin( the book had be(un. so the teacher replied that perhaps "harles better
sit down before he lost his seat. This was (reeted with lau(hter by the class. Driekurs explained
the successful strate(y of usin( humor to win the class o)er to his side. -Solitation of (roup
pressure is by and lar(e a powerful and effecti)e method- (Dreikurs. &234. p.&>>%. "harles no
lon(er held power and as a result conformed to the classroom expectation of remainin( seated.
This example illustrates the Power and Control and evenge (oals for moti)atin( misbeha)ior.
$emo)in( the ability to (ain power is an effecti)e strate(y for dealin( with these issues.
Dreikurs su((ests doin( the unexpected. remo)in( the audience. and usin( time+outs. @nce a(ain
the emphasis is on logical consequences. 6ffecti)eness is increased when these conse/uences are
set in ad)ance. Aurthermore. this case study illustrated the (oal of Attention Getting. Some
su((estions Dreikurs (i)es are reducin( attention in fa)or of distractin( the student and
emphasi1in( appropriate beha)ior.
!igh $chool Case $tudy
'al is the eldest of two children and a student in the teacher's ele)enth (rade 6n(lish class. 'al's
parents were di)orced when he was ele)en years old. 'is mother usually worked in the e)enin(s
lea)in( 'al and his brother on their own. 'al seldom did the assi(nments. rarely participated in
class discussions. and was often absent. 'al and two classmates were cau(ht robbin( a home and
had succeeded in robberies before. 'al was the rin(+leader. All three were put on probation.
8hen at school. 'al appeared ner)ous and assumed e)eryone was out to (et him. Aor example.
if the teacher happened to look his way. 'al would respond. -8hat are you watchin( me forC-
Dreikurs explains that 'al's defensi)e attitude is a result of bein( pushed around and that
because 'al expects this treatment. he unintentionally pro)okes it. 'al is seekin( re)en(e a(ainst
a society in which he has no place (Dreikurs. &234. p.&9!%.
8hen studyin( drama. the teacher asked 'al to read for a part in a play. 'al did )ery well and
was awarded a leadin( role on the condition that he keep up with classwork and attend all
rehearsals. Dreikurs noted that 'al was ambitious and capable. as e)idenced by his criminal
acti)ities. <y incorporatin( 'al into the framework of producti)e society. 'al could now use his
talents appropriately. <y takin( a chance on 'al. the teacher facilitated a situation in which 'al
(ained confidence and cooperated throu(hout the remainder of the school year. Dreikurs felt that
it probably was not solely the play that was responsible for the chan(es in 'al. Dreikurs adds the
teacher must ha)e employed a (reat deal of encoura(ement and understandin( as well.
This example of the evenge (oal illustrates how the strate(y of acknowled(in( the student's
power can be extremely effecti)e. 'al sou(ht status throu(h his criminal acti)ity. <y achie)in(
this reco(nition throu(h more socially appropriate acti)ities. such as starrin( in the school play.
'al's (oals were met and the misbeha)ior was no lon(er necessary.
PROFESSIONAL CRITIQUE
Articles in $upport of %reikurs& Theory
0t was difficult to find scholarly articles that were supporti)e of Dreikurs's work and his
educational theory. 'owe)er. a search on the 0nternet /uickly showed that -Dreikursian- and
-Alderian/Dreikursian- principles are used in different therapy and (uidance situations
throu(hout the country. Aor example. these principles are used and tau(ht in -child (uidance-.
-parent education-. and family therapy- situations at )arious centers. The followin( example of
how these Dreikursian- and -Alderian/Dreikursian- principles are used is from the ?ositi)e
Discipline Association.
The ?ositi)e Discipline Association is a pro(ram that teaches youn( people to be -responsible.
respectful and resourceful members of their communities(?ositi)e Discipline Association%.-
Their -?ositi)e Discipline ?arentin( and "lassroom :ana(ement :odel- is based on Adler' and
Dreikurs's work. particularly their democratic approach to teachin( and parentin(. This
Association pro)ided one example of this approach workin( in a school settin(. There was a ,+
year study of classroom meetin(s. one techni/ue promoted by Dreikurs. in a lower+income
Sacramento elementary school. The study showed that durin( the four+year period. suspensions
decreased (from 3, per year to , per year%. )andalism decreased (from !, occurrences to !% and
teachers reported an impro)ement in the classroom climate. beha)ior. and academic performance
Articles That %o 'ot $upport %reikurs& Theory
0t was difficult to find scholarly articles that were critical of Dreikurs's work and his educational
theory. Alfie Dohn is )ery critical of his work and theory. and "harles 8olf(an( has some issues
with the ability of teachers to determine a student's (oal of misbeha)ior and use lo(ical
conse/uences. but little else. especially from psycholo(ists. was found that did not support
Dreikurs's theory.
Alfie Dohn. an author and lecturer who speaks widely on human beha)ior. education. and
parentin(. in an article entitled -<eyond Discipline- in 6ducation 8eek (&223%. is skeptical of
Dreikur's ideas of lo(ical conse/uences. Dohn belie)es Dreikurs simply repacka(es punishment
as lo(ical conse/uences. As Dohn notes. -The student is still forced to do somethin( undesirable
(or pre)ented from doin( somethin( desirable%. but the tone of the interaction is supposed to be
more reasonable and friendly. and the conse/uence itself must ha)e some conceptual connection
to the child's act.- Dohn (oes on to describe a situation Dreikurs wrote about in his (ogical
Consequences: A 'ew Approach to %iscipline. A !nd (rade male student who talked out of turn.
s/uirmed a lot. and so on was (i)en the -lo(ical conse/uence- of bein( taken from the classroom
and told to spend some time back in kinder(arten. Accordin( to Dreikurs. this is a lo(ical or
appropriate conse/uence as lon( as the teacher prefaces it with tellin( the student that she
wonders if the student is ready to continue in the !nd (rade and su((estin( that it mi(ht be better
for him to (o back to kinder(arten.
Dohn also has an issue with Dreikurs's idea of democracy in the classroom. Dohn suspects that
Dreikurs used classroom meetin(s and other -modern- techni/ues to (et students to conform or
do what they were told. Dohn /uotes Dreikurs as writin(. -0t is autocratic to force. but
democratic to induce compliance.- ($. Dreikurs et al.. Maintaining $anity in the Classroom. !d
ed. EFew Gork: 'arper"ollins. &24!H. pa(e 39.% @b)iously Dohn does not see Dreikurs's use of
classroom meetin(s and other techni/ues as democratic because teachers still hold much of the
power and students ha)e no choice but to conform to what the teacher wants and thinks is best
for the (roup.
"harles 8olf(an(. the author of $olving %iscipline and Classroom Management Pro)lems:
Methods and Models for Today&s Teachers. notes that it may be difficult to determine which of
the four (oals of misbeha)ior a student is exhibitin(. 8olf(an( also mentions that it may be
difficult for a teacher to determine what sort of lo(ical conse/uences are appropriate to use. 0n
essence. 8olf(an( is not necessarily critici1in( Dreikurs's philosophy but is /uestionin( the ease
with which teachers and other adults can determine the particular (oal of a misbeha)ior and use
lo(ical conse/uences.
The Authors& Personal eflections
Angela Curry
@ne point 0 found particularly interestin( relates back to the second case study abo)e in)ol)in(
"harles. Durin( the time of writin( these studies. corporal punishment was a pre)alent and
acceptable means of beha)ior mana(ement. Dreikurs. howe)er. felt that this type of punishment
probably contributed to disrupti)e beha)ior. 6)en today. spankin(. while debatable. is still /uite
present in our society. :any a(ree with -spare the rod. spoil the child-. 0n reference to Dreikurs'
)iew of lo(ical conse/uences. spankin( does seem a bit absurd. 'ow is hittin( a child a lo(ical
conse/uence of. for example. not makin( her bedC @r sayin( a bad wordC 0n adulthood. we ha)e
lo(ical conse/uences mandated by law. These conse/uences make our society function
somewhat rationally. 0f 0 am speedin(. 0 mi(ht (et a speedin( ticket. and this seems lo(ical. 8hat
if the conse/uence for speedin( re/uired that 0 spend a year in prisonC 8ould 0 passi)ely accept
these conse/uences. or mi(ht 0 tend toward disruptionC
A recurrin( theme 0 ha)e noticed in Dreikursian theory is the respect for the child as a member
of society. There are many examples throu(hout history of what happens when a people do not
feel respected. 0f we model our classrooms on societies and communities. we must reali1e that
mutual respect is of the utmost necessity. <y settin( lo(ical conse/uences in ad)ance and
encoura(in( the student. we are settin( (ood examples and modelin( (ood citi1enship. +A*C*
Chris Adams
0 find An(ela's reflection on corporal punishment particularly co(ent because 0 (rew up durin( a
time when corporal punishment in schools was still practiced and an often used conse/uence for
misbeha)ior. Thou(h it was not a lo(ical conse/uence accordin( to Dreikurs. it sure did pre)ent
me from misbeha)in( in :r. <aker's class.
0 find Dreikurs's emphasis on democracy in the classroom intri(uin( and appropriate. e)en
thou(h Dohn belie)es it is more autocratic than democratic. 0t is intri(uin( in li(ht of the history
of education prior to the !Bth century. Aor example. education in the post+$e)olutionary 8ar
period emphasi1ed promotin( patriotism. teachin(s about the new republic and what it meant to
be a citi1en in America. 0 7ust find the 7uxtaposition of this pre+!Bth century idea of education
with Dreikurs's methods for brin(in( democracy into the classroom. such as classroom meetin(s
and discussions. interestin(.
Dreikurs's methods of brin(in( a democratic approach into the classroom are in line with my
desire to make my classroom more democratic. 'is methods of addressin( misbeha)iors in the
classroom are appropriate and adaptable to my 2th (rade science classroom. <y employin( these
methods. 0 hope to take my teacher+centered classroom with inconsistent classroom mana(ement
and re+create it into a student+centered classroom with more effecti)e classroom mana(ement. 0
belie)e 0 can do this in three ways: (&% learn to reco(ni1e why students are misbeha)in(
(Dreikurs's four (oals%I (!% use some of the techni/ues (discussed abo)e% to deal with these
beha)iorsI and (*% incorporate more classroom discussion (maybe usin( the Touchstones
Discussion method% and meetin(s into lessons. Dreikurs's methods seem to parallel my belief
that your ha)e to be a teacher that is kind and fair with students. aware of their beha)iors and the
reasons behind those beha)iors. and open to discussin( with students how to deal with particular
positi)e and ne(ati)e beha)iors in the classroom.
QUESTIONS
&.
&. 8hat are the four (oals of misbeha)ior accordin( to Dreikurs and what are two
techni/ues you can use to address each misbeha)iorC
!. "ompare your approach to classroom mana(ement with Dreikurs's approach and
determine which of Dreikurs's approaches you could incorporate into yours. 'ow
would you incorporate themC
REFERENCES
Dreikurs. $. and 5rey.;. (&234/&22*%. (ogical Consequences: A 'ew Approach to %iscipline .
Few Gork: ?lume. pp. &,*+,,.
Dreikurs. $. (&234%. Psychology in the classroom (!nd ed.%. Few Gork: 'arper J $ow.
Dreikurs. $. 5runwald. <. <.. and ?epper. A. ". (&24!% Maintaining $anity in the Classroom
(!nd ed.%. Few Gork: 'arper"ollins. p. 39.
udolf %reikurs* (n.d.%. $etrie)ed Kune 4. !BB9. from http://wik.ed.uiuc.edu/index.php/Dreikurs
!"#$udolf
Dohn. A. (&223%. <eyond Discipline E6lectronic )ersionH. #ducation +eek, 'ov* ,- $etrie)ed
Kune &>. !BB9. from http://www.alfiekohn.or(
?ositi)e Discipline Association (n.d.%.+hat is Positive %iscipline.$etrie)ed Kune 4. !BB9. from
http://www.positi)ediscipline.com/8hat#is#?D#Article.pdf
8olf(an(. ".'. (!BB&%. $olving %iscipline and Classroom Management Pro)lems: Methods and
Models for Today&s Teachers. Few Gork: Kohn 8iley and Sons.