Student-adult power struggles, this writer warns, are inevitable. What is not inevitable are the ineffective ways educators typically respond to them. Some successful alternatives are outlined here.
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References
1.
Dinkmeyer, Don, and Dinkmeyer, Don, Jr., "Logical Consequences: A Key to the Reduction of Disciplinary Problems." Phi Delta Kappan57 (1976): 664-666.
2.
Dreikurs, Rudolph; Grunwald, Bernice ; and Pepper, Floy.Maintaining Sanity in the Classroom: Illustrated Teaching Techniques . New York: Harper and Row, 1971. (Note: the four goals of misbehavior were earlier identified in Dinkmeyer, Don, and Dreikurs, Rudolph. Encouraging Children to Learn: The Encouragement Process. Englewood, New Jersey: Prentice-Hall, 1963.)
3.
French, J., Jr., and Raven, B. "The Bases for Social Power." In Group Dynamics: Research and Theory, edited by D. Cartwright and A. Zander. Evanston, Ill.: Row-Peter-son, 1960.
4.
Glasser, William.Schools Without Failure. New York: Harper and Row, 1969. (Note: Glasser's Reality Therapy is briefly outlined in Chapter 8 of Gnagey, William J. Maintaining Discipline in Classroom Instruction. New York: Macmillan Publishing Co., Inc., 1975.)
5.
Gordon, Thomas.Teacher Effectiveness Training. New York: David McKay Company, Inc., 1977. (Note: also described in Gordon, Thomas. Leader Effectiveness Training. New York: Peter H. Wyden, 1977.)
6.
Schmuck, Richard, and Schmuck, Patricia.Group Processes in the Classroom . Dubuque, Iowa: William C. Brown Company , 1979.
7.
Tjosvold, Dean. "The Issue of Student Control: A Critical Review of the Literature ." Paper presented at the AERA Annual Convention, April 1976.
