Control+Theory+in+the+Classroom+-+Book+Analysis

Hopefully I've done this right, so this is more just a test run for me.

In the 1st chapter of //Control Theory... Classroom//, Glasser mostly addresses the limited effectiveness of the Reward & Punishment models used in schools. Then his theory of self-motivation and satisfaction as the only determining factor in any person's life, including education. I'm not sure if this is changed in later editions, but he refers to **"learning-teams"** often without too much detail, based on other information I've gathered, these are simply cooperative learning groups. He's arguing that these "learning-teams" should satisfy every students' __need to belong__ and in-turn start to __foster a value on education__ in most.

Chapter 2 is mostly about motivation and how the theory states it always originates from the individual. This is also where Glasser gives the **//"all we do is behave"//** statement, by which he essential means all we do is __act, not react__ (i.e. there are no reactions, but rather act based on personal choice). He also takes the time here to discount the traditional Stimulus-Response theory, which he feels is used too often in the classroom. He basically states that no one is "conditioned" (like Pavlov's dogs), but rather as the make a choice time and time again, as long as the result is satisfying, they'll just require less deliberation to make that choice.

Chapter 3 lays out his **__5 Needs__**, that he claims drive all individuals. They are a need to: **//survive/reproduce, love/belong, gain power, be free, and have fun.//** Power is the overriding desire behind most choices and is often the most difficult to fulfill, because we are all seeking it. As for relating to the classroom, he feels that, "anytime we can introduce power, freedom or belonging into any situation, we find it much more interesting." So, as teachers, we should incoporate those things into activities, assignments and projects; either by the way they are accomplished or presented. This is where he starts to mention the role of //**learning-teams**// in the classroom.

Chapters 4 & 5 are more of the psychology behind Control Theory and how it relates to students or young adults. The biggest things here is the idea behind the **//"quality pictures"//** in a students mind or their //**"quality world"**// like we've discussed before. For the classroom setting, he points out that __most all students will be seeking power and freedom__, more than anything else. Satisfying those "needs" can then improve their desire to be effective in that class. He also lays out some interesting theories behind learning disorders in chapter 5, which is mostly unproven and uncommon. This is an aspect of his theory I can't accept honestly. He explains away a lot of learning disorders as constructed distractions (a choice) by the individual, even using depression as an example. However, his real point is to argue that all students have the capabilities necessary to achieve in the classroom, under the control theory model. He just really goes to an extreme to get there.

Chapter 6 addresses the learning-team model directly and in detail. Learning-teams are essentially cooperative learning groups, where students should gain a sense of belonging. They should also gain caring from and even about the "team." This __satisfies the love/belong need, but also provides an opportunity for fun and freedom__. Learning-teams are intended to be given at least some freedom from the teacher, to work on their own, in their own way. It should also be enjoyable because they are working with friends or building relationships, while having every opportunity to succeed as a team. The term "team" is used because Glasser feels traditional team activities (sports, band, etc.) have proven educational and fun beyond the designated activity, he believes academics should take the same approach. An **"Eight-Step Arguement"** for the learning-team model versus the traditional model(s) is also laid out in this chapter. I intend to do a handout for this information, so I'll post that under a different page to see what you think (not an activity, it will just go along with the corresponding slide).

Chapter 7 is about the role of the teacher in this model, as a **//modern manager//**. This address the boss vs. a leader difference we've discussed and Mike made the handout for, which means sharing power versus hording it. The other interesting point is that the manager must determine how to structure jobs so that the benefits can be seen. This idea of __creativity__ is vital to being successful. It is also important to ensure that the learning-teams and in-turn the individual students are not relient on the teacher (or the manager).

Chapter 8 provides some real-world examples of Choice Theory being applied to the classroom. I'll try to highlight a few here later...