A discussion of the Rudolf Dreikurs' discipline theory and its application.
Written in 2007; 1,598 words; 9 sources; MLA; $ 52.95
Paper Summary:
The writer develops a practical philosophy of teaching based on Dreikurs' discipline theory and models. The writer explains that the essential underlying conception behind the model is the idea that human motivation is strongly linked to group acceptance. The writer looks at the components of Dreikurs' model, the negative aspects and obstacles of the theory. The writer explains that the Dreikurs' method is demanding in terms of teacher awareness, especially with regard to the necessity for controlled and graduated response to the child. However, the writer concludes that this model can also be rewarding and produce positive results in terms of improved discipline and child development.
Outline:
Components of Dreikurs' Model
Negative Aspects and Obstacles
Towards an Evaluation
From the Paper:
"Firstly, Dreikurs posits that encouragement is better and more effective than praise. Secondly, encouragement is a more appropriate response to discipline problems and to early childhood development as it opens up pathways of discussion and further learning interaction from the teacher's perspective. Another important aspect that I have incorporated into my teaching philosophy and praxis is an appropriate reward system, which rewards positive behavior and institutes consequences for negative behavior. A central aspect of this principle and one which relates to Dreikurs' model is that the consequences of behavior should be logically consistent with the behavior."
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