this theory is very important for all teachers who teach students with calssroom discipline

1. Dreikurs' Theory
According to Dreikurs all misbehaviour reflects children's decision about how they can most
effectively belong to, or be recognised by the group. Students who are confident of their
ability to find a place - to belong through constructive activity - will tend not to be a problem.
Such individuals have developed feelings of equality and worth and are interested in co-
operating with others and in participating usefully within a group. They face each school
demand, be it intellectual, social, physical, or emotional, with confidence in their ability to
cope with the demand. There is no need for them to misbehave because they know that they
can function constructively and co-operatively in the class.
In contrast, there are discouraged children who feel that they cannot cope with the
various school demands and decide to adopt unacceptable ways of behaving which they
believe will gain them status and a sense of group recognition.
Teachers need constantly to remind themselves that they are the targets of disturbing
classroom behaviour and that their reactions tend to sustain and strengthen undesirable
behaviour. Before teachers can begin to assist individual children, they must stop giving
undue attention, fighting, retaliating, or accepting students display of inability. That is the first
and necessary step in any corrective program. Students who constantly disturb, disrupt, fail to
learn, invite attention, rebel, or violate orders are discouraged individuals who feel that they
cannot find a place in the class through constructive and co-operative behaviours and
consequently turn to more destructive and inadequate behaviour in their attempt to find a
sense of significance.
There are a number of processes designed to help pupils to develop more adequate ways of
behaving but, before these approaches can be used, teachers must stop responding to
unacceptable behaviours. As a first step teachers should train themselves to go against their
first impulse and, consequently, break the detrimental cycle whereby a student acts and
teachers react.

2. IDENTIFYING THE GOALS OF CHILDREN’S MISBEHAVIOUR
USEFUL/SOCIALLY ACCEPTABLE UNACCEPTABLE BEHAVIOUR GOALS
BEHAVIOUR
ACTIVE PASSIVE ACTIVE PASSIVE GOAL I
CONSTRUCTION CONSTRUCTION DESTRUCTIVE DESTRUCTIVE
“SUCCESS” "CHARM" "NUISANCE" "LAZINESS" "ATTENTION
GETTING"
Performing for attention Excessively pleasant Show off Bashful Seeks proof of status
Cute remarks Model 'child The Clown Self -Indulgent Will cease when
Industrious Bright sayings Enfant terrible Eating problems reprimanded or given
Reliable Excess charm Acts tough attention
Especially good Princess/Prince charming Minor mischief
Self elevation or
cooperation
A 'REBEL' "STUBBORN" GOAL II
Argues Lazy "POWER"
Respects rights of others Contradicts Disobedient Similar to destructive all. -
Tolerant of others Temper Forgetful More intense
Interested in others Untruthful Reprimand/intensifies
Encourages others Dawdling
Risk taker "VICIOUS" "VIOLENT" GOAL III
Genuine efforts Stealing Passive "REVENGE"
'We' rather than 'I' Bed wetting Sullen Retaliates
Sense of competence Violent Defiant Hurts others
Sense of usefulness Brutal
Sense of belonging "HOPELESS" GOAL IV
Indolence Inadequacy
Inaptitude Imagine or real
Complex Deficiency

3. Consider each of the classroom incidents below:
According to Dreikurs' theory what mistaken goal appears to be operating in each of the following
scenarios.
1. You are in the middle of talking to the class when you realise that someone is clicking a biro.
You see that it is Cleo. You are aware that she has often done it before and you have already
commented on it twice this lesson.
2. You have to repeatedly interrupt a class discussion because of the need to stop Sue and Karly
from chattering noisily about the weekend's activities. A student, Roma, is in the middle of a
relevant point when the noise coming from Sue and Karly once again becomes quite loud.
3. You are in the middle of conducting some groupwork when Kerrin comes to you and complains
that Barbara, a member of a different group, pushed her without justification. When you approach
Barbara she says that Kerrin broke her ruler. In defense Kerrin argues that no one ever lets her join
their group, in class, or in the yard.
4. One student, Sara, is consistently unable to comprehend instructions and directions. She nearly
always asks for clarification before getting on with it. On this occasion you have just very slowly
and carefully explained what students are to do. Sara, as usual, looks bewildered whereas all the
other students get to it.
5. It is the second last period of the day. You are having considerable difficulty with the class which
contains a few trouble-makers. Perhaps the most insolent member of the class is Kylie. Today when
you attempt to get her to stop throwing things, you hear her mutter "Who the hell do you think you
are!"

4. Encouragement
Phrases that show acceptance of the student
I like the way you.....
It seems that you are satisfied with...
Since you're not satisfied with…..what do you think you can do about it?
It seems that you enjoy....
How do you feel about what you've produced...
Phrases that show confidence in the child
Knowing you I'm sure that you will do it all right.
That's the way, you'll be able to..........
I know you'll make a choice you’ll be happy with.
That's hard but I'm sure you will figure it out.
You'll figure out how to do it.
Phrases that focus on contributions, assets and appreciation
Thanks, you helped me a lot.
It was good of you to help... Thanks, I really appreciate you,...it makes my job much easier.
I need your help to…..so that....
The way you…..is really quite impressive.
Phrases that recognise efforts and achievements
It looks as if you have worked really hard on....
You've worked hard. It seems like you like to...
That was difficult but I can see you figured it out.
I see that you are making progress with... you're already able to...

5. Dreikurs' discussion
Gain involvement
I think I know why you……..talked while I was talking……made noises my class...
stole money….lied….etc. Do you want me to tell you what I think?
Confront motivation
Could it be that you want special attention?
Could it be that you want to be boss and get your own way?
Could it be that you want to get even and hurt people as much as you feel they have hurt you?
Deny "Rational" excuses
That's not it. It's not that you're bored, confused, tired etc You just want to be noticed, show
people that they can't make you do stuff. You can do want YOU want! get even with
everyone. You figure they hurt you so why not They deserve it
Defuse Motivation
You're right If you act silly enough people can't help but notice you.
Absolutely, no one can make you do anything.
Encourage
You are a terrific kid.
I like you very much.
Confront belief about not being "likable"
I know you think I don't like you but I do.
I think that you feel that no-one likes you but you are wrong, I like you a lot.
I understand that you feel that no-one likes you and maybe you even think you're not likable,
no matter how you well you try to behave. You're wrong!
There's nothing you can do that will make me stop liking you. Give it your best shot.
I even think that at times you think your parents don't like you, You're wrong. We do like you.
You're a great kid.
Provide choice
Do you want to be noticed or do you want to be liked (to have friends), you can't have both.
Do you want to be boss or do you want to be liked, you can't have both.
Do you want to get even or do you want to be liked, you can't have both.
Separate child and behaviour
I think you want people to like you but you don't think they could. You're wrong!
If you changed the way you behaved people would find it easier to like you.
It's hard to like someone who steals, hits etc....
The only thing about you that is hard to like is the way you are choosing to behave. If you
choose to behave differently the other kids would think differently about you.
Continually expose motivation
I know why you….and ….Why your behaviour is getting worse. You're saying to me
"Like me do you? I'll show you I'm not likable ". It won’t work. I do like you.
Apply Logical consequences
Because you…..we will now have to ......

6. Silly Shoes
Eduardo could hardly wait to get to school. He was wearing his new shoes. He
thought they were wonderful. The left shoe was half red and half blue. The right
shoe was half yellow and half green. There were little triangles and squares and
circles all over them. Best of all, they had shiny gold shoelaces.
Josie saw the shoes first. She pointed at them and laughed. "Hey, everybody!" she
said. "Look at Eduardo's silly shoes!" Eduardo's face got red. Soon everybody was
saying it. "Look at those silly shoes'" Eduardo didn't know which way to look. He
wished he could disappear. He began to get angry. "Josie started all this." he
thought. "She didn't have to make fun of my new shoes. I'm going to get her for
this"
When the class went to gym, Eduardo saw his chance. He waited until everyone's
shoes were lined up against the wall. He quickly grabbed Josie's shoes and threw
them in an empty locker. As the class filed out of the gym, Eduardo saw Josie.
She was hunting everywhere for her shoes. Eduardo smirked and kept on walking.
1. What do you think of Josie and Eduardo?
2. How did Eduardo feel when Josie made fun of his shoes?
3. Eduardo wanted to get back at Josie. What's another word that means getting
back at someone?
4. How did Eduardo get revenge on Josie?
5. Would Eduardo have hidden Josie's shoes anyway or did he only do it because
he felt hurt? Why do you think so?
6. Did you ever want to get even with someone? What was it like?
7. What do you think about Josie making fun of Eduardo?
8. Have people ever wanted to get revenge on you when you teased them? What
happened?
9. Right after Josie teased Eduardo. What could he have said or done? What other
things could he have done besides getting back at Josie?
10. Does it sound as though Eduardo thought of any of those things? Why, or why
not?
11. What are some examples of being teased and no' taking revenge?
Story for Group Discussion (K-3)
Guidance topic: Power (passive)
Purpose -
To help the class see how young people can defeat adults by resisting adults' efforts to make
them do what they don't want to do. To help students see alternatives to this kind of behavior.
Stubborn Stan
Stan was very stubborn. When his mother told him to do something, he paid no attention to
her. "Make your bed," Mother said, but Stan just did what he wanted and not what Mother
wanted. "Clean your room," ordered Mother. Stan didn't listen. Mother couldn't make Stan do
what she wanted him to do. Even if she stood over him, he wouldn't do it. Sometimes Mother
gave up and threatened to tell Stan's father. But Father couldn't make Stan do things either.
Nobody could make Stubborn Stan do what he didn't want to do!
1. What do you think of Stan's stubborn behavior?
2. Why does he refuse to do what his parents ask him to do?
3. Does this happen in school? What are some ways students try to prove no one can make
them do anything in school?
4. If this happens in our class. What do you suggest I do?
From Systematic Training for Effective Teaching. Dinkmeyer at al A.G.S 1980 (from A.C.E.R)

7. 3 Components influencing Self Esteem
COMPETENCE
The student believes that she is able to do something well
USEFULNESS
The student believes that some of the things that she can do are valued by the school community.
BELONGING
The student feels that she "has a place" in the school community
KEY QUESTIONS
1. What goes on in the school that promotes difficult students' feelings of Competence, Usefulness
and/or Belonging?
2. What goes on in the school that undermines difficult students' feelings of Competence,
Usefulness and/or Belonging?
In answering this question consider aspects of schooling such as
curriculum content
the process of instruction
Assess-ment
Co-curricular activities
School Organisation
Student Responsibility
*These notes were reproduced by the University of Ballarat with the permission of Dr. Ramon
Lewis Associate Professor Latrobe University 2004