Throughout the years, Williams Glasser has remained current by adapting his

original model outlined in Schools Without Failure to the changing needs of

students. In the 1970s,Glasser adapted the concepts of control theory to his
approach to education. Glasser called his approach control theory to his
approach to education. Glaser called his approach control theory, because it
proposes that the only behaviour one can control is ones own. Control theory is
a descriptive term because we try to control our own behaviour so that we
choose to do is the most need satisfying thing we do at the time (Glasser,1992).
Since 1986, Glasser has used the term choice theory rather tha control theory
for his approach. He changed the name in order to avoid confusion about who
has the control in decision making. Students or teachers, Choce theory has a
more positive tine and reaffirms that indiciduals contrpl their own behaviour
rather than being pawns tp external stimuli. Today, Glasser provides a system of
classroom management using a presentative approach
The premise of choice theory is that al human behaviour is generated by what
goes on inside the behaving prersin.According to Glasser(1994) all behaviour
,logical or illogical, appropriate ir inappropriate, satisfy powerful needs withing
the person. Therefore, students are genetically driven to meet the following four
needs.
1. The need to belong. For students, this includes being around their peers and
being accepted by other significant people in their lives. Students must feel they
belong, have friends and are involved with the class and the teacher
2. The need for power. This need is so strong that Glasser states I believe that
the need for power is the core- the absolute core- of almost all school
problems.Power comes from feeling important, being recognized for
accomplishments and skills and feeling competent.
3. The need for freedom.Students have the need to make choices and to have a
degree of independence. Students need is met by allowing students to creative
and problem solving skills to make chores.
4. The need is fun. Too often overlooked as a basic human need, students need
to take pleasure in what they are doing. Classrooms need to be places in which
learning is mixed with laughter. This need can be met by providing students an
opportunity to learn something motivating or interesting.

Glassers Plan For Classroom Management

According to Glasser,school will only be a satisfying place and students will only
be successful if they fulfil their need for belonging, power, freedom and fun
within the school environment. When these needs are not met, students spend

their time avoiding school behaving in a way that creates problems for both the
student and the teacher.

Because most of behaviour problems is a results of a defieciency in meeting

students basic needs.
However,Glasser does not place all responsibility for meeting students needs on
teacher or the school. Ultimately,he stresses, students are responsible for
fulfilling their own needs, for controlling their own behaviour and for making their
own choices. However, students cannot make responsible choices unless they
are strongly and emotionally involved with those who can.
Glasser makes a distinction between punishment and discipline. Punishment,
which Glasser views as behaioral in nature, begins and ends with trying to force
students to follow the rules by inflicting pain if they refuse. Punishments, ranging
from criticizing, nagging and complaining to actual abuse and violence, are
destructive to the relationship between students and teacher(Glasser,1997)
Discipline,in contrast, asks students to evaluate and take responsibility for their
actions,(Rich 1979). Discipline may seem like punishment, because it involves
the sanctions of the loss of either freedom or priviliges until the student makes a
plan for changing behaviour. Unlike punishment, however, discipline allows the
student some control over the situation. When a sanction is given, it is only for
the time it takes to agree to work out a way to follow the rules(lasser,1984)
states that the keystone of discipline is for a child to make a value judgement
and a commitment to change.
In order to promote student responsibility and to teach students to make
appropriate choices. Glasser (1997) created the following ten discipline plan:
Cari goolge copy paste gambar for Ten Discipline plan

Although this ten-step plan was the foundation of Glassers early work and has
been used by teachers for over twenty years, Glasser (1998) now rejects his tenstep plan. He feels that discipline prgrams like the one he created simply do not
work. He stresses that there are no quick fixes, the only good solutions to
discipline problems are systematic and long term. Teachers should also be
careful not to depend on any discipline program that demans that they do
something to or for students to get them to stop behaving unsatisfactionarily in
class. Only a discipline program that is also concerned with classroom
satisfaction will work. Glasser now focuses on changing schools and classroom
rather than on changing students.

Quality School
Glasser stresses that classroom and school discipline plans would be
unnecessary if students needs are met in what he calls a Quality Shool.
Although Glasser does not guarantee the elimination of all discipline incidents,
he promises that in a Quality School, in which relationships are based upon trust
and respect, discipline problems will be greatly reduced. Glasser has outlined his
criteria for a Quality School in numerous articles and two texts, The Quality
School and The Quality School Teacher.

The basic component for a Quality School are:

-Students, teachers, administrators and parents are taught Choice Thoery.
Through this training, students recognize their needs and appropriate means for
meeting those needs. Teachers learn to be noncoercive and provide guidance
and counselling to students
-Staff and students work together to develop the rules for their school. Together
they establish the class rules and everyone signs an agreement to accept the
rules. As a result, threats and punishments are eliminated.
-Regular class meetings are held to decide how to best conduct the business at
school. In an interview with Brandt (1988), Glasser stressed that the cause of 95
percent of discipline problems in schools is the fact that students feel that no one
will listen to the,. By habing regular classroom meetings in which problems are
aired, the majority of discipline situations are eliminated. Glasser first described
the importance of whole-class meeting in 1969 when he stated that a nonjudgemental discussion about what is important and relevant to students
provides a stable bridge across the gap between school and life. Three types of
classroom meetings are advocated: problem-solving meetings,in which the goal
is to solve a classroom problem; open-ended meetings, in which any
intellectually important subjects can be discussed; and education-diagnostic
meetings, in which students discuss how well they understand the curriculum.
-Teachers are viewed as facilitators.Teacjer give real-life meaning to what they
are taching and help connect the material to students lives.Orderly classes are
taught in a way that psychologically satisfying to the student. In a Quality School,
thereis no busywork and no compulsory homework.
-The curriculum has meaning. Too often, students find much of the curriculum not
worth the effort it takes to learn the material. In the Quality School, students
work on the useful skills of speaking and listening, reading and writing and
problems solving.
-Students take responsibility for evaluating their own work. Starting in
kindergarten, teachers teach students how to strive for quality work.

-Grades are viewed as less important than learning. As long as students want to
try to improve their grades, students are given an opportunity to complete work.
Students keep working until their self-evaluations and their teachers evaluations
reach the level of quality desired (Glasser,1969). No student should be labelled a
failure through the use of the grading system.
-Teachers are not presented to prepare students for standardized tests. All tests
are upon book. Questions are written or oral. There is no requirement to
memorize facts.
-The school notifies parents only to tell them positive things.Discipline incidents
are manage without involving parents. The burden of solving problems is on the
students rather than on the parents.
-Discipline problems and disruptive students disapperar in a Quality
School.However, as students and teachers move to an acceptance of the Quality
School as a reality, time-out s provided for those students who disrupt the
classroom. There the students receive counselling and are encouraged to
develop a plan for improving their behaviour. In a Quality School, the door is kept
open for a positive realtionsship between student and teacher. As Glasser
stresses in The Quality School, A Quality School is a need-satisfying school and
because it is, it is never coercive (1992).

Strengths and Weaknesses of Reality Theraphy/ Choice Theory

As one of the first to provide an alternative to traditional behavioural approaches
for managing a classroom, Glassers models have been met with both criticism
and praise. Many applauded the emphasis on self-discipline over punishment.
Rich(1979) described Glassers ten steps for classroom management as
structured and organized and felt they gave new teachers a detailed map to
follow. Perhaps the most positive element of Glassers approach is that it stresses
a positive, trusting atmostphere between teachers and students.
However, the application of Reality Therapy and Choice Theory to classrooms has
not been without its criticisms. Part of the confusion about some elemnts of
Glassers approach has to do with the various names given to his theories and
practices, Many of the elements of Reality Therapy, Control Theory, Choice
Theory and the Quality School are difficult to understand , and it is difficult to
understand which elements have been discarded as Glasser modified his
approach.
Many argue that Glasser overlooks some of the serious problems students have
by suggesting that they simply choose to act or respond in certain ways. Neither
Glassers original ten-step plan nor the elements of the Quality School provide a
means for helping students overcome a history of abuse, depression, or
behavioural disability. Morris(1996) questions teachers abilitites to meet the
needs of each student within a classroom. For examole, if student steals food
from a classmate because the student is hungry, having the students devise a

plan for not stealing food overlooks the real problem. Some students may not be
emotionally,developmentally or psychologically able to solve many of their
problems.
Extensive training for teachers is required for the elements of the Quality School
to function as Glasser describes. In addition, all teachers within a school would
have to agree philosophically with Glassers theories. Such agreement would be
hard to find in the typical public school.

SUMMARY
In 1965, William Glasser wrote Reality Therapy. Although the name of his model
has changed from Reality Therapy to Control Theory to Choice Theory, his basic
concept that all behaviour is internally motivated has not changed. Central to
his theories is the belief that the rule of the teacher is to help students make
good choices by connecting student behaviour to the ssociated consequences of
that behaviour. Glassers early principles were operationalized through class
meetings, clear specifications of rules, the use of plans or contracts and a series
of steps designed to guide the teachers action when dealing with problem
behaviour. Glasse has adapted his models to the changing American Student
through the concept of the Quality School, in which realtionships are based upon
trust and respect and discipline problems are eliminated.

Teh-transfer n edit semua point2 d atas ke dalam powerpoint yang belum siap
tu..tolong fix typo
AMMAR-cari contoh video yang berkaitan dengan benda2 di atas,,contoh video
tentang sitautions,etc..