Glasser+Presentation

Dr. William Glasser
Classroom Management Model
Joe Gross, Chad Jubela, and Mike Scanlan
EDC 610- Classroom Management and
Discipline
University of Kentucky- Spring, 2010
Dr. Margaret Rintamaa
Classroom Meeting
What is the best way to address Dr. Glasser and his classroom
management model? Which interests you the most?
1. Interview with Dr. Glasser – Video
2. 10 Axioms of Choice Theory - Handout
3. Are You a Boss or Leader? – Activity
4. Book Reviews and Key Elements - Presentation
Reality Therapy (1965)
Key Elements:
Involvement – “At all times in our lives we must have…”
Basic needs – “Psychiatry must be concerned with two basic
psychological needs…”
Responsibility – “a concept basic to Reality Therapy, is here defined
as…”
Concept of Mental Illness – “The philosophy which underlies all
treatment is…”
Mental Hygiene – “the commonly accepted term for the prevention of
irresponsibility”
Choice (Control) Theory (1998)
Key Elements:
• Almost all behavior is chosen
•
We are driven to satisfy five basic needs
•
Love & belonging is the most important need - connectedness
•
Disconnectedness is the source of most human problems:
mental illness, drug addiction, violence, crime, abuse, etc.
•
7 Caring Habits: Supporting, Encouraging, Listening, Accepting,
Trusting, Respecting, Negotiating
•
7 Deadly Habits: Criticizing, Blaming, Complaining, Nagging,
Threatening, Punishing, Bribing/Rewarding
5 Needs of Choice/Control Theory
Dr. Glasser’s theory contends that all humans have 5 basic
“needs” that provide the basis for all choices.
1.
2.
3.
4.
5.
Survival
To Be Loved/Belong
Have Power/Importance
Be Free/Independent
To Have Fun
These needs are inherent to all human beings, regardless of any
perceived differences. Control theory seeks to emphasize
how we are all alike.
Control (Choice) Theory in the Classroom
(1986)
“If what is being taught does not satisfy the needs about which a
student is currently most concerned, it will make little difference
how brilliantly the teacher teaches—the student will not work to
learn.” (21).
Key Elements:
1. Allow students the freedom of choice = power
2. Basic needs shape what & how they are taught = negotiation
3. Assignments meet some degree of their needs = loyalty
4. Students have a say in what they learn = content & method
5. Teachers relate to students = supportive
6. Hold “classroom meetings” regularly = democratic community
7. Learning-team (cooperative group) activities = belonging
8. Students only receive “good” grades, teachers only accept “quality”
work = satisfaction
The Learning-Team Model
“To get the depth that is necessary for many more of them to make
the vital relationship between knowledge and power, they need a
chance to work on long-term projects with others.” (78)
•
Relating Learning To Caring: For Each Other & Quality Of Work
•
T.E.A.M.- Together Everyone Achieves More
•
Well Coached Teams = Strong Sense of Power & Belonging
•
Teacher Constructed Teams Are Of Varied Ability Levels
•
Team Activities Are Fun, Beyond The Activity – Relationships
•
Positive Interdependence with Individual Accountability
The Quality World
“This small, personal world…is made up of a small group of
pictures that portray…the best ways to satisfy one or more of
our basic needs.” (44).
Categories
1. The people we most want to be with
2. The things we most want to own or experience
3. The ideas or systems of belief that govern much of our
behavior.
Small Group Activity- Venn Diagram- Who/what is in your
quality world and your students’ quality worlds? How does it
effect learning?
The Quality School Teacher (1998)
A Companion Volume to The Quality School
“Few students in traditional schools do quality work because they do not
believe that what they are asked to do and/or how they are asked to do
it does anything to improve the quality of their lives.” (14)
The Six Conditions of Quality Schoolwork
1.
2.
3.
4.
5.
6.
There must be a warm supportive classroom environment.
Students should be asked to do only useful work.
Students are always asked to do the best they can do.
Students are asked to evaluate their own work and improve it.
Quality work always feels good.
Quality work is never destructive.
“An important purpose of education is to nurture a love for lifelong learning
in all students, not kill it.” – Dr. Glasser
•
Are you a leader as you educate/manage your classroom or are you a
boss and more directive?
Schooling
“The main reason so many students are doing badly and even
good students are not doing their best is that our schools,
firmly supported by school boards, politicians, and parents,
all of whom follow external control psychology, adhere rigidly
to the ideal that what is taught in school is right and that
students who won’t learn it will be punished. This destructive
false belief is best called schooling.” (237)
•
Educators must help students acquire knowledge so that it
may be used in their students’ quality worlds.
“Where you can demonstrate your competence is in using
knowledge.” (238)
Works Cited
Glasser, W. Choice Theory, (1998), Harper Collins Publishers, New
York.
Glasser, W. & C., The Language of Choice Theory, (1999), Harper
Collins Publishers, New York.
Glasser, W., Reality Therapy, (1965), Harper and Row Publishers, New
York.
Glasser, W. The Quality School Teacher, Rev. Ed., (1998), Harper
Collins Publishers, New York.
Glasser, W. Choice Theory in the Classroom, Rev. Ed., (1988), Harper
and Collins Publishers, New York.
Glasser, W. Control Theory in the Classroom, (1986), Harper and Row
Publishers, New York.