Glasser Choice Theory of management
Developed by William Glasser, his belief was that all our behaviour stems from choices we make to satisfy 5 basic needs:
These behaviours comprised of doing, thinking and feeling (p8) subjected to individual choice.
All students behaviours are directed to satisfy these needs. The teacher learns to 'lead' manage rather than laisse-fare or boss management.
With lead management, control in learning is shared and students become active participants in their own learning. Some decision making about their own learning and assessment is given to students.
(Adapted from: LYONS, G., FORD, M. & ARTHUR-KELLY, M. (2011) Classroom Management: Creating positive learning environments. Sth Melbourne, Australia: Cengage Learning Australia
- Survival
- Love and belonging - being the strongest need.
- Power
- Freedom
- Fun
These behaviours comprised of doing, thinking and feeling (p8) subjected to individual choice.
All students behaviours are directed to satisfy these needs. The teacher learns to 'lead' manage rather than laisse-fare or boss management.
With lead management, control in learning is shared and students become active participants in their own learning. Some decision making about their own learning and assessment is given to students.
(Adapted from: LYONS, G., FORD, M. & ARTHUR-KELLY, M. (2011) Classroom Management: Creating positive learning environments. Sth Melbourne, Australia: Cengage Learning Australia
My Teaching Philosophy
January 20th - March 17th 2012
How people best learn (and the way I learn best) is to have relevant, real-life, applicable and appropriate paced and level content, presented in an interesting, challenging, varied and fun way.
Content is sensitive to students backgrounds, link to past experiences and interests. Awareness and respect for everyone's worldview and their filters. My teaching will be fair, interesting, consistent and hopefully inspire young people to want to learn more and to experience a hunger of knowledge and learning. For students that are struggling to finally feel their place within a safe community. To create a place (class, school, environment) that is inviting, warm, friendly but at the same time, respectful to each other. A place where the whole family journeys with the student.
This philosophy was created after working through a mind map over one week.
August 1st 2014
My teaching has evolved to incorporate more boundaries. These boundaries help students to feel safe in learning. Being fair, consistent in a warm, caring environment allows students to take risks as it is at this point they will try new things out. Still allowing children to make their own choices in learning is working well.
How people best learn (and the way I learn best) is to have relevant, real-life, applicable and appropriate paced and level content, presented in an interesting, challenging, varied and fun way.
Content is sensitive to students backgrounds, link to past experiences and interests. Awareness and respect for everyone's worldview and their filters. My teaching will be fair, interesting, consistent and hopefully inspire young people to want to learn more and to experience a hunger of knowledge and learning. For students that are struggling to finally feel their place within a safe community. To create a place (class, school, environment) that is inviting, warm, friendly but at the same time, respectful to each other. A place where the whole family journeys with the student.
This philosophy was created after working through a mind map over one week.
August 1st 2014
My teaching has evolved to incorporate more boundaries. These boundaries help students to feel safe in learning. Being fair, consistent in a warm, caring environment allows students to take risks as it is at this point they will try new things out. Still allowing children to make their own choices in learning is working well.