Rudolf Dreikurss Reasons for Student Misbehavior Require Essay Example for Free

Rudolf Dreikurss Reasons for Student Mis port Require EssayMany educators debate that students misbehave to achieve self-serving goals. These usu aloney include getting direction, pursuit power, taking revenge and avoiding bewrayure. When we realise carefully at the misbehaviour we weed usu entirelyy find that the reason lies in one of these quadruple goals. Dr. Rudolf Dreikurs, renowned educator, developed these four behavioral goals in the 1930s. He was a student and colleague of Alfred Adler, who believed that all behavior has a purpose. Dreikurs has written many articles and books on student behavior and much of his work can be purchased on the internet. His theories on behavior have had an enormous impact on the raising of children and classroom management models. A summary of Dreikurs four behavioral goals follow* AttentionSome students strive to be the center of attention. They do almost anything to be noniced from being argumentative to being funny. There is a lack of concern about following accepted procedure to gain recognition. Teachers and classmates find behavior by this student annoying and at times rude and unacceptable. The attention seekers whitethorn be disciplined for disrespect, teasing, worrying the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others. Dreikurs said most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. This is why it is important to find a thoughtful intervention in the first phase of misbehavior attention seeking. Dreikurs believed that over 90% of all misbehavior is for attention. At the Interventions Central website, you can read some thoughts about how to break out of the attention cycle by using random compulsory attention with students.* PowerWanting to be in charge or in control provides the motivation for some student misbehavior. Students with this agenda simply de privation their way. They dont hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. The teacher may feel provoked, threatened or challenged by this student. The following reasons may be the basis for a referral to the office for a student who struggles for power disobeying, disrespect, not cooperating, talking nates and disturbing the class. Often power-seeking students dont act out until theyre assured of an audience. And from the teachers perspective, this is probably the worst possible time.* Revenge beat out or getting even is how some students compensate for real or imagined hurt feelings. The site of the revenge may be the teacher, other students, or both. Revenge may come in the casting of a physical and/or psycho reasonable attack. Bullies often use revenge as their excuse for shoving or pushing, teasing, causing embarrassment and excluding others. The Teaching Help website has an interesting discussion of how revenge, defined in terms of escalating student misbehaviors must be dealt with by a systematic approach.* Avoidance of FailureWanting to avoid retell failure, some students appear to be discouraged and helpless. They falsely believe that they cant live up to expectations, either their own or those of others. To compensate for this belief, they dont attempt anything that might result in failure. They hope that others will jam about them and not hold them responsible for anything. These students may be disciplined for not paying attention, not being prepared, being dishonest and wasting time. This phenomenon, decribed as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts.Responding to MisbehaviorNo matter what the reason is for a students misbehavior, we are forced to respond. Some responses produce better results than others. Below is a list of both positive and negative responses by educa tors. Responses that usually get negative results include1. Reacting emotionally by being wild or making hollow threats2. Handing out a punishment that is out of proportion to the offense3. Reacting to misbehavior publicly4. Reacting to a small incidence that often resolves itself5. Making an accusation without the facts to back it upResponses that campaign to get positive results include1. Describing the unacceptable behavior to the student 2. Pointing out how his behavior negatively impacts him and others 3. lecture with the students about what could have been a better behavior choice and why 4. Asking the student to hold open a goal that will help him improve his actions 5. Showing confidence in the student that his behavior goals are achievable 6. Positively reinforcing behavior that relates to student goals Dreikurs believes the best way to correct misbehavior is with logical consequences. For example, if a student doesnt finish his homework, he stays after school to comple te it. This helps the student act upon an association between the misbehavior and the consequences.