RUDOLF DREIKURS :

DEMOCRATIC
TEACHING AND
MANAGEMENT
 KEY TERMS
• Attention getting
• Democratic teacher
• Encouragement
• Feelings of inadequacy
• Logical consequences
• Power seeking
• Praise
• Revenge
 FOUR ASPECTS OF DREIKURS MODEL
• Identifying and addressing
mistaken goals
• Using logical consequences
• Using encouragement rather than
praise
• Teachers’ roles and responsibilities
Dreikurs (1957, 1968) proposed that all students
misbehavior results when individuals pursue one or
more of four mistaken goals :

• Attention getting
• Power seeking
• Revenge
• Feelings of Inadequacy

• Know a student’s personal life, family, and

memories.
 Attention Getting
• Students feel they are worthless
• Misbehave to get the attention
• Students even might prefer
punishment rather than being
ignored.
 Power Seeking
• Attempt to prove their power
• Defying the teaching
• Doing whatever they want
• Feel self-worth only when they are in control
of others.
• (Pryor & Tollerud, 1999) At times, the
behaviour becomes more defiant and might
include stealing, kicking, and intentionally
hurting others.
 Revenge
• Want to hurt someone else
• Believe that revenge is important for
their own self-esteem.
• In order to feel significant and worthy,
they believe that they must hurt others
in the same way they believe someone
has hurt them.
 Feelings of Inadequacy
• Feel hopeless and inferior
• Often want to be left alone
• May work actively to avoid others
• Might not even misbehave
 FOUR ASPECTS OF DREIKURS MODEL
• Identifying and addressing mistaken
goals
• Using logical consequences
• Using encouragement rather than
praise
• Teachers’ roles and responsibilities
• Establish simple, specific classroom
rules.
– Encourage students to help devise
classroom rules & their logical
consequences.
• Outline a sequence of logical
consequences
• Students must accept responsibility for
their own behavior
 FOUR ASPECTS OF DREIKURS MODEL
• Identifying and addressing mistaken
goals
• Using logical consequences
• Using encouragement rather
than praise
• Teachers’ roles and responsibilities
• Use more encouragement to boost
confidence and self-esteem
• Keeps students on task and minimizes
students disruption
• Use less praise because students can
become dependent on the praise.
• If students do not / cannot continue the
behavior / record achievements, they
begin to think they are of less worth.
• Dinkmeyer & Dreikurs (1963) – praise
may have a discouraging effect in the
long run
 FOUR ASPECTS OF DREIKURS MODEL
• Identifying and addressing mistaken
goals
• Using logical consequences
• Using encouragement rather than
praise
• Teachers’ roles and
responsibilities
• Believe in the worth and dignity in every
person
• Equality
• Freedom of decision making
• Trusts people to make wise decision
• Develop positive relationships
• Democratic classroom
 Teachers should :
• View students as social beings who want
to belong and to find an accepted place
in society
• Allow and encourage students to take an
active, participatory role in developing
classroom procedures.
• Identify the goals of the misbehavior and
forego rewards or punishments in favor
of logical consequences, rather that
simple reacting to students’ misbehavior
by imposing punishments or rewards.