1. Logical consequences Nada Haitham BushraHumood Athba Ali Video

3. Upon his death in 1939, Dreikurs completed Adler's lecture tour in Scotland.

5. Dreikurs books

7. Logical consequences should offer the child a clear and logical choice of behaviour and results.

9. Logical consequences must be explained, understood, and agreed upon by the students.

11. Conditions under which logical consequences maybe utilized

12. The use of choice: the child should be asked to choose between behaving in the correct manner or continuing with his misbehaviour. If he decides to continue it, then the consequence should immediately follow. Understanding the goal of the child. The situation of danger. What to do when consequences fail

13. Examples of Logical Consequences:

14. 1)students write on the walls, they can either clean them or pay the janitor to clean them. Can you think of others? 2) Students who fight during recess may be barred from recess until they provide the teacher with a plan outlining how they propose to avoid fighting. Can you think of others?

15. 3) If students disturb others, they maybe isolated from the group until they agree to disturb the class no longer. 4) If students are late for class, they maybe directed either to come on time or to wait at the door until they receive a signal that their late arrival will no longer disturb theclass.

17. Questions to determine children’s goals/needs. Could it be that you want special attention? Could it be that you want your own way and hope to be boss? Could it be that you want to hurt others as much as you feel hurt by them? Could it be that you want to be left alone?

18. Goals of misbehavour Dreikurs (1971) describes the four goals of misbehavior as: seeking attention power struggle exacting revenge displaying inadequacy The following presentation will describe the characteristics of each behavior, which will include four specific management strategies in response to each goal.

19. Seeking Attention These students usually get attention for disruptive behaviour and are thus motivated tocontinue the inappropriate behaviour. Child’s Action: nuisance always talks out/asks questions the show off helpless - passive destructive lazy and inept - passive destructive calling out, interrupting making silly noises or commentaries frequently disturbs people and puts them in his/her service works only when receiving complete attention needs attention from peers/adults and will do whatever it takes to get that attention .

20. Helping Students to Change Their Mistaken Goals ((Seeking Attention)) The Look. Hold ‘The Look’ until the child gets back on task. Physical Proximity. Just walk over and stand by or gently touch the child. Mention the child’s name as you talk or ask the child for an answer. Disruptive children need corrective action and to suffer consequences to getthem back on task. They must be held accountable to the same behavioural limits as other Children .

22. greet the student as soon as she enters the room.

23. engage the student in quick small talk.

24. Try to provide the student with a responsibility, like handing out materials

25. Notice Appropriate Behavior (Thank students, write well-behaved students' names on the chalkboard) .

27. a rebel - argues, contradicts, temper

28. tantrums, bad habits, untruthful, dawdling

30. ▫Teachers also make sure that they don’t give in to the demands of power seeking children. ▫Teachers need to remember that they must not fight with students. ▫They can often avoid power struggles simply by refusing to play the role of authoritarian

31. Exacting revenge When children’s efforts at control are prevented, they usually claim to have been dealt unfairly. •They believe that others have deliberately tried to hurt them, and they attempt to get even. •Commonly they take out their revenge on anyone around them. •They are convinced that nobody likes them and create proof of this dislike by provoking others to strike back. •These children lash out by tripping, hitting,, kicking, or scratching others or by destroying their property .

32. Helping Students to Change Their Mistaken Goals (Revenge ) Dealing With Revenge Seeking Behavior ▫Revenge is usually the motive in children who are convinced that they are right and can do whatever they please. Regardless of the severity of an episode, Treat each day as a fresh start. ▫They often try to hurt others and feel that those who try to stop them are their enemies. ▫Helping such children is a delicate matter. Teachers can enlist the help of other class members, but they should do so with care.

33. Teachers need to encourage the class to be more positive . Try to make students realise their mistaken goal and help them use their energy in a productive way When children whose help has been rejected should be encouraged not to reject their revengeful peers but not to accept their behaviours, as well . Teachers should aim for equity and equality of treatment for all students

35. wastes time

36. makes excuses

37. slow to begin assignments

38. avoids trying/work

39. scared to fail, won’t risk, gives up easily

40. wants to be left alone

41. discouraged

42. rarely participates

45. A Teacher’s Role .To Identify the students mistaken goal. ▫Being able to confront their students about their mistaken goal. ▫Observe students and their reactions. ▫Important to avoid power struggles with students. ▫Redirect students.▫To examine strengths and acceptance.▫Give some encouragement to students who display inadequacy. (Even minimal efforts)

46. Logical Consequences (Strengths ) Promotes a degree of autonomy for students. •It incorporates a preventive approach to discipline. •It help students to understand why they behave as they do. •Helps students learn correct behavior . •Promotes mutual respect between teachers and students . •Relies on logical consequences instead of arbitrary punishments and systematic reinforcement . •Helps teachers focus on causes for behavior before they take action

47. Logical Consequences (Weakness) Teachers have trouble determining the actual motives of their students . •Students may not admit their real motives, either because they believe that their motives are unacceptable or because they do not know what they are. •Teachers find it difficult to respond to students in a non-controlling way. •Teachers may have a problem dealing with the complexity of engaging in a dialogue with their students.