1. Adrienne Woolley

3. As a social being, each child wants
to BELONG. His BEHAVIOR
indicates the ways and means by
which he tries to be significant
(Dreikurs, Maintaining Sanity in
the Classroom, p. 12).

4.  Respects rights of others.
 Is tolerant of others.
 Is interested in others.
 Co-operates with others.
 Encourages others.
 Is courageous.
 Has a true sense of own worth.
 Has a feeling of belonging.
 Has socially acceptable goals.
 Puts forth genuine effort.
 Willing to share rather than thinking “How much can I
get?”
 “We” rather than “I”

5. Goal 1: Attention-Getting – Seeks proof of his approval or
status. Will cease when reprimanded or given attention.
Goal 2: Power – Similar to destructive attention getting, but
more intense. Wants to be the boss. Reprimand intensifies
misbehavior.
Goal 3: Revenge – Does things to hurt others. Makes self
hated. Retaliates.
Goal 4: Display of Inadequacy – Assumes real or
imagined deficiency to safeguard oneself. Shows
hopelessness.

6. Sing to the tune of “If you’re happy and you know it”
 Verse 1: If attention is your motive you want approval. If attention is
your motive you want approval. If attention is your motive then your
face will surely show it. If attention is your motive you want approval.
 Verse 2: If power is your motive you wanna be boss. If power is your
motive you wanna be boss. If power is your motive then your face
will surely show it. If power is your motive you wanna be boss.
 Verse 3: If revenge is your motive you wanna hurt others. If revenge
is your motive you wanna hurt others. If revenge is your motive then
your face will surely show it. If revenge is your motive you wanna
hurt others.
 Verse 4: If inadequacy is your motive you feel hopeless. If
inadequacy is your motive you feel hopeless. If inadequacy is your
motive then your face will surely show it. If inadequacy is your motive
you feel hopeless.

7. Cooperation
Encouragement
Consequences

8. A cooperative person…
 is free to be concerned with
others as friends, neighbors,
and classmates rather than
as competitors
 does not waste energy
thinking about winning or
losing
 treats everyone with mutual
respect
 has the courage to be
imperfect

9. Teachers should:
 Commend effort.
 Separate the deed from
the doer.
 Build on strengths not
weaknesses.
How is praise different from
 Avoid discouragement.
encouragement?
 Work for improvement not
perfection.

10. Using logical consequences in
your classroom:
1. Evaluate the goal of
misbehavior.
2. Provide interventions based on
the goal.
3. Impose a natural or logical
consequence when rules are
broken or misbehavior occurs.
4. Build community in the
classroom by helping students
connect to each other and to you.

12.  Dreikurs, R., and & Cassel, P. (1990). Discipline without tears, 2nd edition. New York, NY: Dutton.
 Dreikurs, R., Grunwald, B.B., & Pepper, F.C. (1971). Maintaining sanity in the classroom:
Illustrated teaching techniques. New York, NY: Harper & Row, Publishers.
 Hardin, C. J. (2011). Effective classroom management: Models and strategies for today’s
classroom, 3rd edition. Retrieved from http://education.ucsb.edu/webdata/instruction/ed395bf/
Management/LP4_Cognitive_Systems_Mangement/Dreikurs.PDF
 New World Encyclopedia. (2008). Rudolf Dreikurs. Retrieved from http://www.newworld
encyclopedia.org/entry/Rudolf_Dreikurs
 Waddell, Derrick (2012). Historical Facebook lesson template. Retrieved from Google Drive.
 Wikibooks. (2012). Classroom management theorists and theories/Rudolf Dreikurs. Retrieved from
http://en.wikibooks.org/wiki/Classroom_Management_Theorists _and_Theories/ Rudolf_Dreikurs