GROUP GUIDANCE APPROACH

The Group Guidance Approach is based on manipulating or changing the surface behavior
of the student on a group basis. Discipline and classroom control are produce through the group
atmosphere and enhanced group rapport.

3 CAUSES OF DISCIPLINARY
1. INDIVDUAL CASE HISTORY
The problem is related to the psychological disturbances of the child. Disruptive
behavior in class is part of the child’s larger emotional problem. The surface
problem is repetitive.

2. GROUP CONDITION
The problem that reflects unfavorable conditions in the group. It is easier to
resolve than a problem by case history.

3. MIXTURE OF THE INDIVIDUAL AND GROUP CAUSES

The problem centers around an individual, but triggered by something in the group.
A remedy must consider both elements.

ACCORDING TO REDL’S RESEARCH

10% of all cases of discipline are simple cases individual disturbances, about
30% involve in group condition or inadequacies and 60% seems to include both
individual and group factors. This means 90% of all discipline cases indicate a
need for group remediation or what is referred to as “group psychological
engineering.”

GROUP ELEMENTS TO BE CONSIDERED ARE THE FOLLOWING:

1. DISSATISFACTION WITH CLASSROOM WORK
The workload is too light or heavy; too easy too difficult; it is badly scheduled,
badly sequenced or confusing. Assignments are poorly planned or explained; it is
considering unfair to the students because they are not prepared. Learning
emphasize verbalization, omitting motor skills and manipulative activities.

2. POOR INTERPERSONAL RELATIONS

Problems are caused by friendship or tensions among individuals, cliques, or
subgroups by badly filled group roles, and by student-teacher frictions.

3. DISTURBANCE IN GROUP CLIMATE

The climate is punitive, tinged with partiality, too competitive, too exclusive.
 4. POOR GROUP ORGANIZATION
Characterized by too much autocratic pressure or too little supervision and
security. Standards for group behavior are too high or too low. It is too highly
organized or unstructured. The group organization is out of focus with the age,
developmental maturity, social background, needs or abilities of the group
members.

5. SUDDEN CHANGES AND GROUP EMOTIONS

The group is experiencing a high level of anxiety. Contemporary events lead to
unusual depression, fear or excitement. Students are bored (lack of interest or
emotion).

SYMTOMS THAT REVEAL A HOSTILE OR AGGRESSIVE GROUP

Continual talking, lack of attention when instructional tasks are presented.
Constant disruption that interferes with teaching.
Overall challenges and refusal to obey.
Group solidarity in resisting the teacher’s effort.

WAYS OF DEVELOPING A POSITIVE WORKING RELATIONSHIP

WITH THE STUDENTS ON AN INDIVIDUAL GROUP BASIS
Sensitivity to the needs and feelings of the students.
Making an effort to understand the students’ individual problems.
Showing trust and respect for them.
Listening to them and observing them.
Diagnosing what has to be done to manipulate the surface behavior in a group.
Providing meaningful work and encouraging on task behavior.

SEVERAL POSITIVE GROUP GUIDANCE APPROACHES

1. ACKNOWLEDGING THE POSITIVE
When one student is applauded for something he is doing correctly, many students
around him will follow with similar behavior; this is known as ripple effect.
2. GROUP REWARDS
A group reward involving every student in the classroom serves as a motivator.
3. TEAM BUILDING ACTIVITIES
Making your classroom one big team is a powerful way to encourage proper behavior
and discourage behavior that is out of place.
4. SPLITTING UP
Splitting the classroom up into smaller groups and having these groups get
together and talk for half hour every day is one way to use group guidance in
classroom discipline.
ADVANTAGES OF GROUP GUIDANCE
Inspires learning and understanding
Saves time and effort
Improvement of student’s attitude and behavior
Development of wholesome and helpful awareness of unrecognized needs and
problems of student/s.

LIMITATIONS OF GROUP GUIDANCE

Group guidance through serves a useful purpose, but they cannot be taken as a
substitute for individual counseling
Further students my feel hesitant to come out with their personal problems in the
group.

ACCEPTANCE APPROACH
It is based on the assumption that when students are given such acceptance by the
teacher and peers, behavior and achievement improve. This approach is rooted in humanistic
psychology and maintains that every person has a prime need for acceptance. It is also based on
the democratic model of teaching in which the teacher provides leadership by establishing rules
and consequences, but at the same time allows students to participate in decisions and to make
choices.

The main representative of this approach is Rudolph Dreikurs. He maintains acceptance

by peers and teachers is the prerequisite for appropriate behavior and achievement in school.
People try all kinds of behavior to get status and recognition. If they are not successful in
receiving recognition through socially acceptable methods, they will turn to mistaken goals that
result in anti-social behavior.

DREIKURS IDENTIFIES FOUR MISTAKEN GOALS

1. ATTENTION GETTING
They want other students or the teacher to pay attention to them.
2. POWER SEEKING
Their defiance is express in arguing, contradicting, teasing, temper, tantrums, and
low – level hostile behavior
3. REVENGE SEEKING
Their mistaken goal is to hurt others to make up for being hurt or feeling rejected
and loved.
4. WITHDRAWAL
If students feel helpless and rejected, the goal of their behavior may become
withdrawal from the social situation, rather that confrontation.
 Draikurs suggests several strategies for working with srudents who
exhibit mistaken goals to encourage then to enforce consequences.

TO ENCOURAGE STUDENTS
Be positive; avoid negative statement
Encourage students to improve, not be perfect
Encourage effort; results are secondary if students try
Teach students to learn from mistakes
Exhibit faith in student’s abilities
Be optimistic, enthusiastic, supporting

SUCCESS APPROACH
It is based on the teacher’s helping students make proper choices by experiencing
success. This approach is rooted in humanistic psychology and democratic model of teaching.
The most representative of this approach is William Glasser. He insists that although teachers
should not excuse bad behavior on the part of the students, they need to change whatever
negatives classroom conditions exist and improve conditions so they lead to student success.
Teachers use this approach in elementary and junior high schools more that in high schools.

Glasser’s view about discipline is simple but powerful. Behavior is a matter of choice. Good
behavior results from good choices; bad behavior results from bad choices. A teacher’s job is to
help students make good choices.

GLASSER MAKES THE FOLLOWING SUGGESTIONS TO TEACHER

STRESS STUDENTS’ RESPONSIBILITY FOR THEIR OWN BEHAVIOR CONTINUALLY

Establish rules
Accept no excuse
Utilize value judgements
Suggest suitable alternatives
Enforce reasonable consequences
Be persistent
Continually review

Glasser makes the point that teachers must be supportive and meet with students who
are beginning to exhibit difficulties, and they must get students involved in making rules
making commitment to the rules, and enforcing them.