Theory

The Strengths and Weaknesses of the Glasser’s Model of

Choice Theory

STRENGTHS

promote a high degree of autonomy

and responsibility for students.

see a wide range of possible

consequences for their behaviours.

students determine solutions to their

own discipline problems.

help students understand their basic needs and

achieve their goals.

state clearly what a teacher needs to do

for every misbehaving

student.

WEAKNESSES

difficult to react properly when communicating with students about their inappropriate behaviours.

difficult for teachers to help students satisfy their need for control.

Classroom meetings may consume more time than is desirable.

hard to help students who do not want to be in school to make plans to improve their behaviour.

may not have the necessary skills to make plans that will help improve their behaviour.

Unaware of every choice in behaviour and do not always choose wisely.

APPLICATION

Classroom scenario

Pupils in the class rarely use English in ESL class. How would Glasser’s model dealt with this situation?

Make sure pupils understand their work responsibilities as a pupil in the class.

Make sure pupils understand that they can choose their behavior, to use English or not, and that his choice brings with it either desirable or undesirable consequences.

when pupils show improvement, they receive consequences that are very attractive to them.

Never give up on them.

IS THE THEORY PRACTICAL IN A LOCAL ESL CLASSROOM?

Help students see what behaviour they can control and make plans to reach attainable goals.

Choose behaviours that will help students meets their needs.

More motivated and confident when they feel they have more control over their environment.

Mutual respect and trust relationship are built.

Classroom Management Theory

Thomas Gordon, 1987

BUILDING THE FOUNDATION

GORDON’S MODEL-

- Focuses on teaching a child to obey through character training rather than

through rewards and punishments.

- Create an agreement with students instead of dictate class rules.

- Problem-solve issues rather than discipline students for bad behaviour.

GORDON’S MODEL- TEACHERS CAN PLOT PUPILS’ BEHAVIOUR INTO A DIAGRAM CALLED “BEHAVIOUR WINDOW”.

Behaviour Window

Communication skills

active listening

confrontative I-

messages

shifting gears

no-lose conflict

resolution

values collision

s

KEY CONCEPTS

"I" messages - tell another person how you feel about their behaviour.

"You" messages - blaming statements

Confrontative "I" Messages - attempt to influence another to stop the unacceptable behaviour.

Shifting Gears - changing from confrontative to a listening posture .

Win-Lose conflict resolution - ends the dispute temporarily with a winner and a loser.

No-Lose conflict resolution - everyone wins

Door openers - words or actions that invites folks to talk about what is on their minds.

Active Listening -carefully listening of what another person is saying.

Values Collisions- is anything a person believes will make the quality of life better or very concrete like food or money.

SIX STEPS PROBLEM SOLVING PROCESS

• Good solutions depend on accurate identification of the problem at hand.

Step 1Identify and define the problem or situation

• the one that seems to suit most people best is selected for trial.

Step 4 Make the decision

STRENGTHS

promotes autonomy and self-regulation for

students.

good student-teacher relationships.

allows students to deal with personal problems

and feelings.

students can appreciate how their behaviour affects

others.

students understand that teachers have needs and feelings just like they do.

WEAKNESSES

difficulty changing their role from directing and controlling students to actively listening.

difficulty accepting value differences between themselves and their students.

Transmitting I-messages will be difficult for teachers to master.

A more comprehensive approach may be needed to help teachers avoid having to deal with the number of possible problems.

APPLICATION

Classroom scenario

Pupils in the class rarely use English in ESL class. How would Glasser’s model dealt with

this situation?

APPLYING THE SIX STEPS APPROACH THE FOLLOWING ARE THE POSSIBLE WAYS TO DEAL WITH THE ABOVE SITUATION:

to gain information about why the pupils do not use English in the class.

Ask the pupils for suggestions on ways to help them to speak in English.

From the different ways that they had suggested ask them list down the strengths and weaknesses.

Ask them to use the best way to do it.

Work on details on how the chosen way could be implemented.

assess whether the way works for them or not.

THANK YOU