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==Descriptions and definitions==

[[Category: EPSY400 ClassroomLearning]]
[[Category: EPSY406 ClassroomManagement]]
[[Category: EPSY490 ClassroomLearningAndManagement(CTER)]]
More commonly known today as Choice Theory, '''Control Theory''' states that behavior is caused not by an outside stimulus, but by what a person wants most at any given time.  This theory of motivation proposed contends that behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time. William Glasser, who developed the theory, contends that all behavior is intended to satisfy one of the following five internal needs:

1) To '''survive'''.

2) To '''belong and be loved by others'''. 

3) To have '''power''' and importance. 

4) To have '''freedom''' and independence. 

5) To have '''fun'''. 

This theory of motivation proposed contends that behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need. 

By understanding the drives for SURVIVAL, POWER, LOVE, BELONGING, FREEDOM, and FUN in people, we become more conscious of the need for our world to be a quality world of our choosing (retrieved May 02, 2005, from http://raider.muc.edu/~schnelpl/Control%20Theory%20-%20Overhead.html).



Thus, the ''Choice'' aspect of Choice Theory--that individuals have the power to change their lives for the better based on the choices they make.


'''The Ten Axioms of Choice Theory'''

1. The only person whose behavior we can control is our own.

2. All we can give another person is information. 

3. All long-lasting psychological problems are relationship problems.
 
4. The problem relationship is always part of our present life.
 
5. What happened in the past has everything to do with what we are today, but  we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
 
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
 
7. All we do is behave.
 
8. All behaviors are Total Behaviors and are made up of four components: acting, thinking, feeling and physiology. All Total Behaviors are chosen, but we only have direct control over the acting and thinking components.
 
9. We can only control our feeling and physiology indirectly through how we choose to act and think.
 
10. All Total Behavior is designated by verbs and named by the part that is the most recognizable.(retrieved May 02, 2005, from  http://raider.muc.edu/~schnelpl/Control%20Theory%20-%20Overhead.html).

==How this is done==
A person can take greater responsibility for his actions and make the proper behavior choices by examining the following questions:

1) What do you want?

2) What are you doing to achieve what you want?

3) Is it working?

4) What are your plans or options?





==Application in classrooms and similar settings==


Glasser identifies two types of teachers:  '''Boss teachers''', who depend on the rules and consequences method and use rewards and punishment to get students to do what the teacher wants.  Here, students are primarily motivated by rewards (positive reinforcement) and avoiding punishment, and secondarily, if at all, motivated by their own desire to learn.  

'''Lead teachers''', on the other hand, make aligning lessons and assignments with students' basic needs their primary business.  In this way, they avoid the necessity of a reward system.  A grading system is used for assessment, but only as a temporary indicator, not a reward.  Ideally, the students are engaged, deeply motivated learners, and not just children completing busy work and pre-determined requirements.

'''How the Control (Choice) Theory Impacts Classroom Learning'''

When control/choice theory is employed in classrooms, students have a say in what they learn, and teachers negotiate both content and method with them.  Thus, how and what students learn stems directly from their basic needs. In instruction, teachers tend to use cooperative, active learning techniques that enhance the power of the students. 

Curriculum--Teachers must negotiate both content and method with students. Students' basic needs literally help shape how and what they are taught. 

Instruction--Teachers rely on cooperative, active learning techniques that enhance the power of the learners. Lead teachers make sure that all assignments meet some degree of their students' need satisfaction. This secures student loyalty, which carries the class through whatever relatively meaningless tasks might be necessary to satisfy official requirements.
 
Assessment--Instructors only give "good grades"--those that certify quality work--to satisfy students' need for power. Courses for which a student doesn't earn a "good grade" are not recorded on that student's transcript. Teachers grade students using an absolute standard, rather than a relative "curve." 
http://www.funderstanding.com/control_theory.cfm



:How do they do '''that???'''

By holding regular [[Class Meeting]]s!!  Held at least several times a week, [[Class Meeting]]s give students and teachers an open forum to discuss classroom issues, ranging from administrative to behavioral and more.  Students and teachers can come to understand each other better and why they may disagree, attributing disagreements to differences in the five basic needs.  They also can come to consensus on issues and effect positive change during these meetings.  

Thus, lead teachers make sure that all assignments meet some degree of their students' need satisfaction. Students are therefore more likely to be loyal to their class and teacher.  

Regarding assessment, teachers only give "good grades,"--those that certify quality work--which helps to satisfy students' need for power. Courses for which a student doesn't earn a "good grade" are not recorded on that student's transcript. Teachers grade students using an absolute standard, rather than a relative "curve." 


Let's hear it from the man himself...


(Excerpted from An Interview with William Glasser)

TN: What do you believe are some of the most important issues facing teachers today in America' classrooms? 

WG: There are two vital issues that teacher educators are not addressing. The first is to '''teach prospective teachers how to relate to their students''' so that the students feel the teachers care about them and respect them. Without pay, no human being will work up to their ability if he or she is not cared for and respected. The second is how to '''teach prospective teachers to introduce the concept of competency into their classrooms'''. No human being will work hard at anything unless they believe that they are working for competence. 

The first will only be possible if the prospective teacher is taught to use choice theory in his or her classroom to replace the external control theory that is used now. The second can only be achieved through getting rid of all grades below B and making grades above A possible. No credit but a lot of help to get credit will be offered to any student who does not do competent work. These two standards presently exist in all schools in the extracurricular activities. Students enrolled in these want to do competent or higher work and don't expect to be allowed to continue in the activity if they are incompetent. The model is in place. We have to extend it to the curriculum, but especially to the way we teach by eliminating schooling (retrieved May 02, 2005, from  http://www.findarticles.com/p/articles/mi_qa3960/is_200207/ai_n9097918)

(Wow, that's a mouthful, Dr. Glasser!)

In conclusion control theory affects three dimensions of learning and instruction in classroom and educational settings:

''Curriculum--Teachers must negotiate both content and method with students. Students' basic needs literally help shape how and what they are taught.''

''Instruction--Teachers rely on cooperative, active learning techniques that enhance the power of the learners. Lead teachers make sure that all assignments meet some degree of their students' need satisfaction. This secures student loyalty, which carries the class through whatever relatively meaningless tasks might be necessary to satisfy official requirements.''

''Assessment--Instructors only give "good grades"--those that certify quality work--to satisfy students' need for power. Courses for which a student doesn't earn a "good grade" are not recorded on that student's transcript. Teachers grade students using an absolute standard, rather than a relative "curve."'' 


Source: Control theory. Retrieved 12 November from: http://www.funderstanding.com/control_theory.cfm

==Evidence of effectiveness==



==Critics and their rationale==

In his book, [http://www.responsiblethinking.com/PCT-Reality-Therapy-Book-Two-Chapter-19.htm Discipline for Home and School], [http://www.responsiblethinking.com/About_Ed-Ford.htm Ed Ford] (1999) criticizes Glasser's Control Theory because of its lack of scientific proof.  He says, "I think Glasser never realized that his Control Theory was merely a non-functional verbal statement of his own beliefs about behavior...not, in any way, a formal, testable, scientific theory of behavior."  He continues to say that if one looks at a formal model organized with the principles that Glasser describes, it "cannot function the way Glasser believes it does."

==Alternative explanations due to '''Diversity''' considerations==

<b>How Control Theory brings us together:</b>

Control Theory helps bridge the diversity gap.  First, its premise is that <b>all</b> human beings have five internal needs:

     1) To survive. 
     2) To belong and be loved by others. 
     3) To have power and importance. 
     4) To have freedom and independence. 
     5) To have fun. 

Control Theory is centered around these needs and thus speaks to everyone, emphasizing how we are alike, not how we are different.

Also, Control Theory makes use of class meetings.  These meetings again bring everyone together in a positive manner, working to understand each other and resolve problems.  Relationships and behavior are looked at in a situation where everyone is listened to and treated respectfully.

Finally, the idea that we can be responsible for our own behavior and are not controlled by outside forces or our past provides an environment for positive behavior change and movement towards not only acceptance but also the embracing of diversity.

William Glasser's Choice Theory that evolved from his studies of Control Theory [http://wglasser.com/index.php?option=com_content&task=view&id=12&Itemid=27 lists relationship habits] that either build up or destroy relationships.  

     Seven Caring Habits       
     1. Supporting 
     2. Encouraging
     3. Listening
     4. Accepting
     5. Trusting 
     6. Respecting 
     7. Negotiating differences 

     Seven Deadly Habits  
     1. Criticizing 
     2. Blaming 
     3. Complaining 
     4. Nagging 
     5. Threatening
     6. Punishing 
     7. Bribing, rewarding to control

Again, use of the "Seven Caring Habits" will build positive relationships and reduce or eliminate diversity concerns.  We are all human beings with the same wants and needs, deserving of respect, worth and acceptance.

<b>How Control Theory may raise diversity concerns:</b>

While in our culture Control Theory can bring us all together into a community of human beings, different cultures may not embrace this approach.  Control Theory in the classroom could create concerns from people of cultures that do not believe that all human beings deserve the same treatment, power and/or respect.  Many cultures divide themselves in terms of sex, race and religion.  For instance, Islamic schools believe in [http://www.alinaam.org.za/fataawa/islamschool.htm segregating males and females] (see The Fourth Requirement: Segregation).  Some cultures may resist having their children participate in a classroom based on Control Theory and being taught values and/or practices they do not embrace.  Some cultures are authoritarian in structure and the democratic structure of group meetings and student choice (as opposed to teacher or adult authoritarian choice) would be problematic as well.

==''Signed'' "life experiences", testimonies and stories==
--''please add your Control Theory/Choice Theory/Reality Therapy testimony here!'' 




==References and other links of interest==
    

'''SOURCES'''


[http://www.wglasser.com  The William Glasser Institute Homepage]

http://www.funderstanding.com/control_theory.cfm

School Administrators of Iowa. (n.d.). Applied control theory. Retrieved November 24, 2004, from http://resources.sai-iowa.org/bd/applied.html


'''RELATED WEBSITES AND LINKS'''

[[Reality Therapy]]

[http://raider.muc.edu/~schnelpl/Control%20Theory%20-%20Overhead.html The William Glasser Institute, Choice Theory]

[http://www.findarticles.com/p/articles/mi_qa3960/is_200207/ai_n9097918 An Interview with William Glasser]

[http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/10/ca/ac.pdf Choice Theory and Alcoholism in Higher Education]


'''READINGS'''

Blair, Kevin D. 'Transmission Versus Transformation: A Qualitative Case Study and Critique of the Glasser Quality School Model'.Journal for a Just and Caring Education. v5 n3 p298-317 Jul 1999

Brandt, Ron 'On Students' Needs and Team Learning: A Conversation with William Glasser.' Educational Leadership. v45 n6 p38-45 Mar 1988

Glasser, W., (1986). Control theory in the classroom. New York: Harper and Row.

Glasser, W., (1993). The quality school teacher. New York: HarperPerennial.

Glasser, W., (1999). Choice theory: a new psychology of personal freedom. New York: Harper Collins.

Jensen, K. (1973). Schools without failure in madison, wisconsin. A case study (pp. 23). Source: Education Resources Information Center (ERIC)

Lipman, V. (1978). Mr. Glasser's gentle rod. American Education, v14 n7 p28-31 Aug-Sep 1978.Source: Education Resources Information Center (ERIC)

Masters, James R.;  And Others The Effects of a Schools Without Failure Program Upon Classroom Interaction Patterns, Pupil Achievement and Teacher, Pupil and Parent Attitudes (Report of a Two-Year Study); Final Report. 1975. Source: Education Resources Information Center (ERIC)

Rich, John Martin 'Glasser and Kohl: How Effective Are Their Strategies to Discipline?'NASSP Bulletin  	v63 n428 p19-26 Sep 1979 Source: Education Resources Information Center (ERIC)

Uroff, Shayle; Greene, Brad A. 'Low-Risk Approach to High-Risk Students.' NASSP Bulletin v22 n1 p34-37 Jan-Feb 1999


Wolfgang, C.H. Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers.  New York: John Wiley & Sons. 2001

[[Category: EPSY406 ClassroomManagement]]
[[Category: EPSY490 ClassroomLearningAndManagement(CTER)]]