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Free Example of Choice Theory in the Classroom Essay

Fulfillment of the fundamental needs for humans which include: Freedom of choice, having fun, recognition and self-worth, love and belonging as well as survival needs which includes housing, food and reproduction is a major contributing factor to the success of the Choice Theory (Coombs, 2004, p. 338). The most important is the resulting power aspect because it much directs human motive to the influence and character change by teachers. This desire for fulfilment can bring frictions between the instructors and the students in institutions. It is evident that the current main difficulties in the systems come as a result of the desperate search for power which comes more important to the students more than the want to belonging. “School-related learning teams increase the opportunity for more people to exercise more choices ... and thus experience more power and influence than is possible when working as individuals” (Tauber, 2007, p. 184). It is therefore necessary that understand that the behaviours we choose should fulfil our needs and do not harm others. If it is in a way to influence others, then it should be done in a way that is comfortable to the other party. The Reality therapy becomes a crucial contributor in endeavours to achieve self fulfilment in that it helps people have the capacity to control their lives as well as to better their impressive characters.

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Salient features of the Choice Theory. An appropriate environment presenting no troubles to students brings better relations between the young learners and their instructors. It is these instructors who provide the necessary directions which enable the students fulfil their needs. The character of a human being is dictated by what kind of knowledge people acquire outside themselves and it is this kind of knowledge that forms the basis of determination and thus the behaviour presenting the choice as an individual. The physiological responses and the feelings constituents of the human reactions are hard to control but the actions and thinking perspectives are cheap to manage (Tauber, 2007). The behaviour is therefore a display of person’s efforts to harmonise the imaginary thoughts and his/her possessions (Zastrow, 2009). These imaginary thoughts compose of understanding from entire body senses such as taste, touch, see and smell.

As cited in Zastrow (2009), it is only the private reactions that one can control regardless of the prices to pay for doing it. Forcing one to undertake an activity that he/she does not want to do, the results are apparent that they can neither be unpleasing to both parties in question and they can even cause hostilities between the parties. Information is only what is available to us from others and the influence of such information to an individual is according to one’s choice. This will depend on how the individuals perceive the information they obtain from others. In addition, relationship problems consist of the longest type of psychological troubles which human beings encounter and they determine the choices and levels at which both physical and emotional depression can affect them. Possessing creative minds, human beings can create special reactions as responses to deal with difficult situations such as unhappiness which can result from relationship troubles. Such conditions can become hard even for physicians to indentify and these are as a result of reactions resulting from body senses. It is unfulfilling relationships that are the main causes of the character and emotional disorders.

A worthy transformation can arise from presenting the appropriate freedom of choice therefore scenarios such as threatening punishments as well as criticising the opponent can as well create bad characters (Zastrow, 2009, p. 494). It is a belief that there is always at least one unhappy relationship whenever human beings interact because not all efforts put in place are fully satisfying to both personal needs as well as others. Reaching a deal to resolve problems at hand arising from both parties can be a worth endeavour to undertake because it works towards creating understanding of each other and the freedom of choice. Moreover, the past contributes a lot to the manner in which we behave (Zastrow, 2009). It is therefore all these axioms that present the salient features of the Choice Theory and they form the foundation for self motivation which eventually leads to having interest to learning.

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Application of Choice Theory in elementary schools. It is necessary to teachers and instructors to understand that the approaches they use should rhyme with the young ages of the elementary classes. This will enable proper implementation of the Choice Theory that “allows students a medium amount of freedom to make decisions and solve problems” (Holt & Kysilka, 2005, p. 102). Since it is best applicable to students who can make decisions and resolve their own behavioural disorders, by introduction and removal approach it is also applicable at elementary levels. The first choice of the teachers can be to apply their authority over the students which strongly display their position on a particular subject. Since this is mostly uncomfortable to some of the students, it makes the students assume power which portrays the instructors as passive in the hope that they can win in their efforts. Since this then presents unacceptable position or creates bad relationships in institutions, it ends up calling for a consensus between the teacher and the student in which both negotiate on the matter to determine the member to blame. Doing this eventually leads to finding a possible solution. This can be possible by “the use of well-developed communication skills” (Holt & Kysilka, 2005, p. 104). This is also a tricky part of dealing with elementary students because it calls for better listening from both parties.  Since the young ones may find it difficult to understand the intentions of their instructors, it is necessary for them to make sure that these young ones get the message in question.

The relationship which the teacher creates with the students is very important at such young ages because it enables the teacher to understand well the characters of each and every student in his/her classroom and this will enable them to understand well how they can assist appropriately to nature acceptable behaviours within and outside the institutions. The use of “I” and involving messaging allows the students to try to define exactly and accept their problems. It is then when the teacher is able to allow and assist the student to write down the potential solutions to the problem.

A research by Yarbrough and Thompson (2002) as cited in Prout and Brown (2007) suggests that elementary school children’s “exposure to choice of theory principals influenced the student’s perception” (p. 374). The desire for power being a major conflict source between the teachers and their students in institutions, it is possible to deal with it by the involvement of team/group strategies. It is these teams and groups that bring the feeling of belonging (Tauber, 2007, p. 184). To the young students, team work can bring power source as opposed to them working or learning as individuals. This can exclude some of students who can possess ordinary abilities which can allow them to work alone. Therefore, in classrooms the need to start to develop additional knowledge on the basis of study groups is important. The students’ participations enables instructors to recognize and be in a position to assess undesirable behaviours within the teams which then presents the possible new behaviours for the youngsters to strictly commit themselves. This activity offers the chance of choice which can determine future fulfilments of the students which are factors of their behaviours. It is important to understand that whenever a change in behaviour takes place, both the feelings as well as psychological aspects also changes (Coombs, 2004, p. 339) and these should be fundamental considerations to make when dealing with elementary classes.

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