THE CHOICE THEORY IN SCHOOL
The goal of the programme - Programme contents: - An overview of schools in the Republic of Croatia - books - Authors' note (Glasser's model)
Throughout the history of mankind the problem was how to transfer knowledge,
values and attitudes. To this purpose was done much on the plan of the
pedagogic-psychological science but the fact is that a good part of these
discoveries cannot fully satisfy the requirements for transfer to the "younger"
of the knowledge, values and quality of the "older" acquired until now. Maybe
there is a mistake, because little attention was paid in the previous work to
the manner in which we transfer the knowledge. A number of professionals in
methodology and didactics may disagree but we can see that the results of the
transfer of knowledge achieved through exceptional efforts of teachers,
professors, educators, and parents who are nowadays better trained than ever,
in terms of didactics-methodology, have been growing worse. From our talks with
teachers, educators and parents it is visible that they apply the most of the
psychological-pedagogic science as demanded today yet the results are worse and
teachers and parents ever more unsatisfied. They have less success, or better,
they have less control over the education of children. Gradually they give up
or resort to the drastic measures of constraint in order to "pour" as much
facts as possible into their children or pupils' heads with faith that this is
their future, which we doubt.
What is less accounted is to answer the questions:
does our previous practice produce results
what are the relations like in which we try to act on someone
is it possible and in what way to act on someone, "shape" someone
what can we do to become more effective
what to do to have a healthier and happier generation left behind
what to do to be happier ourselves, more satisfied and proud of our
children, pupils or students
how to have daily effect on someone in a quality setting without coercion
do we believe we can raise and educate the generation to live after us in
relations without coercion and know how to build such relations, of higher
quality than these we live through so hard today.
We have been looking for answers to these questions in years of our
practice, cooperation with parents, teachers, professionals, locally and
globally, and ten years ago we have started with a programme that lived
many changes and additions in the past but provided us with answers to the
most of the questions we asked ourselves then.
"We have to create conditions in which pupils feel safe enough to be able
to risk failure. The fear is the major obstacle in learning: the fear from
failure, fear from criticism, fear from being stupid. The teacher in the
quality school enables each child to make mistakes without being punished.
Once the fear is removed the child tries all his/her capacities.
To welcome mistakes means to encourage learning. To build confidence means
to make me feel I care: I am here to help you not to hurt you. I care
about your interests. When you succeed and satisfy your needs then I feel
Much of the answer we found in the personal perceptions of man as the
being living and satisfying only his own needs and motivated exclusively
from inside. Our dear teacher Dr. William Glaser pointed this to us in his
theory of inner motivation and action of the man in his environment called
The Choice Theory. We had the honour of working with and collaborating
with Nikola Kraljić in the atmosphere of the humanistic philosophic
thinking that the man is good by his nature and that all he does is for the good.
These two circumstances together with expert assistance and respect we had in the
milieu in which we live directed us toward finding an answer to the above questions.
The application of these perceptions in practice was support to us to continue and
persist in the shaping of the school and education different from the one
traditionally established, together with hundreds of teachers in the country and
1. According to data from the William Glaser Institute, more than 60% of primary and
secondary school pupils are neither active in the educational process nor performing
adequately to the maximum of their capacities.
2. The educational technology is still based on the approach of the so-called external
motivation, which can not ensure the optimum psychosocial conditions for a
responsible and active personal engagement in the education.
3. Inside the educational system, the teachers and pupils, and parents and the local
community indirectly, cannot meet their own psychological needs in full. Often, as a
consequence of this occur difficulties in the personal development, interpersonal
communication difficulties, as well as difficulties in solving specific problems.
4. An increase of occurrences of the social pathology among children and youths is
progressive. In the total population of Croatia, as perpetrators of criminal actions,
children and underage persons take up between 2% and 4%. In the population of
perpetrators of criminal acts, children and underage persons take up approximately
11% to 16%. Depending on researches, predelinquent behaviours appear in the future
delinquent population with the rate of 50% to 85%, primarily in all different forms of
school failure and ill success.
5. The progressive increase has been recorded also in the drug abuse: "Researches
showed that about 5% of the urban adolescent population abused a sort of drugs
other than alcohol or tobacco. At least one experiment with illegal drugs was made
by approximately 20% of youth under 16 years old. In the last three years, in Zagreb in
the "Sisters of Mercy" clinical hospital was recorded more than 1.000 new cases of
youths with drug-taking related problems.
The drugs are taken by ever younger
adolescents and the period between the taking of mild drugs and the transition to the
hard opiate drugs has considerably shortened. Especially increased among the
youths is the criminality related to drugs. More and more displaced persons take
drugs." (S. Sakoman in the Almanach "Together Against Addiction", 1995)
6. The areas exposed to war activities are in particular danger: as to the official data
from 1992, out of the 600.000 displaced persons, the ratio of preschool age children is
20% and 35% are school age children. In the population of the displaced children in
Zagreb, 92% of them were exposed to armed conflicts, 42% witnessed wounding and
28% witnessed killing (Stuvland and Kuterovac, 1992). On the sample of 163
displaced children in Zagreb, Vidović and associates found fear in 58% of
these children, regressive dependence on parents in 53%, and the general
fear and restlessness were found in 22% of these children.
We wish to take you through the programme that was designed initially as
help to teachers in the primary school "Fran Franković" in Rijeka where
the Head of the school, Professor Jakov Curać who always had understanding
for children with behavioural disorders and for his personnel, set this
task. The task he assigned to us, then the workers of the Rijeka
Counceling Centre for children, youths, marriage and family, was to see
teachers, parents and children satisfied and we are expert in these
problems. As workers of the Counceling Centre he believed we were
competent to do this in his school. What we had in mind then and designed
was going very slow because our skills and knowledge were limited and
rather poor in the area of the internal motivation. But, our desire was
big and we tried.
Quality school is a school without coercion in which the principals,
teachers and pupils satisfy their needs by employing the choice theory and
lead management. The school where the useful curriculum is taught, the one
important for life skills (speech, reading, writing, problem solving) may
convince pupils that the education process will improve the quality of
their lives if they invest some effort.
In the quality school, the participants in the education process will say:
Pupils: - I love school, I want to go to school every day; I learn things
that I believe to be helpful in life; Now is my performance in school
better than ever, I would call some of my work the quality work.
Teachers: - I love working in this friendly school: nobody forces me and I
do not force anyone; They treat me as an expert and encourage me to teach
the curriculum in the way that I find the best for my pupils; I like the
new method of selfevaluation of pupils; I do not think about disciplinary
problems any longer ? they disappeared from classes where I teach.
Principals: - When problems occur both teachers and pupils participate in
the problem solving process; Lead management is my basic style of
managing; Problems with discipline are reduced to the minimum and the
force or coercion is eliminated; The school will always focus and strive
for cooperation, selfevaluation and quality work.
Soon we realized that this was a process to last for several years. Then,
we did not know how to set the time but we left the possibility open for
additional training and improvement not only for us but also for teachers,
parents and pupils. We started the professional improvement and training
all alone and gradually we discovered the boundaries of the process. It is
hard to change systems. This was not our desire but this was not possible
without changes in the school management system and in the leading of
children toward knowledge.
In order not to bore the readers with history of this programme, which
grew into a project, we shall take the liberty to present the basic
characteristics of the programme that proved its efficiency for teachers
in schools both in satisfying their personal needs, strengthening and
self-assessment, their acting in their own families, and in the work in
school with children entrusted with them for education. Yet, for the final
and complete results you will have to wait until the end of this review
because the review is scientifically based on results obtained in the
school that persisted in the process for the longest time.
The goal of the programme
What was our goal? It kept changing as we were monitoring the process but
now we may say that the goals divided into long-term and short-term goals.
The long-term goals are focused on the process through which the system of
relations in the school gradually changed and we could count them through:
development of the teacher's skills and methodic procedures whose aim is
to increase the level of success of each participatant in the educational
process; razvoj učiteljevih vještina i metodičkih postupaka koji imaju za
cilj povećanje uspješnosti svakog sudionika u odgojno-obrazovnom procesu,
development of communication with focus on the mutual quality satisfaction
of basic human needs,
development of identity of the school based on the principles of active
These goals are achieved through the programme in the process of
development of skills and methods of work that can direct the school work
1.how to motivate pupils to involve personally into the life and work of the
2.how to build and develop mutual respect in relations with pupils
3.how to help pupils develop responsible behaviour
4.how to eliminate failure from the programme
5.how to eliminate problems related to discipline, the major problem of the
school, by dealing with success
6.how to include parents and the community into the work of the school using
explains psychological and physiologic behaviours of all
claims that all we do from birth until death is in fact
behaving and that our behaviour is motivated from inside and chosen.
is opposite to the traditional and worldwide accepted common
sense psychology ? the theory of stimulus-response (S ? R theory) which
claims that the behaviour is externaly motivated. Contrary, each
behavioural pattern of ours is our best attempt to satisfy one or more of
the five basic needs incorporated into our genetic structure.
claims we can control only our own behaviour. Using this
theory we help people learn that what we do is not determined by external
causes but by what is going on inside us.
The short-term goals we wish to achieve, being the base for the long-term
acquiring knowledge in the domain of the humanistic psychology
acquiring knowledge in the area of the Dr. William Glaser's choice theory
acquiring new methodological procedures that improve considerably the
Using this cognition we reach the stimulating psychosocial climate, i.e.:
1.development of the quality communication between the school management,
teachers, pupils and parents
2.stimulation of the inner motivation of pupils with encouraging of the
responsible approach toward the personal education
3.stimulation of cooperation at all levels
4.training of teachers and pupils for creative solving of problem situations
5.relieving tensions in school
Phase One - Phase Two - Phase three
The programme developed in stages that followed the processes in schools so
that today we can speak of several programme phases. We agreed to divide the
programme phases into years in which the programme is conducted. Regarding the
needs of the programme and the needs for monitoring of the programme, so far,
we have adopted the active part of the programme in five stages:
This phase is the oldest one and its characteristic is to satisfy the
short-term goals and it is conducted in the first year of the work with
teachers of the interested school. In this period, there are three seminars
within four months with teachers who express the wish to be trained in this
way. All seminars have their names, depending on the topic and actual contents,
I."The inner strength of the class"
II."Team cooperative learning"
Before we present each of these three seminars in details, it is important to
mention that the teachers are included in the work on the voluntary basis. The
previous results indicate that the speed of the process in the school depends
on the number of teachers included in the work. Actually, the larger the number
of teachers in one school included in this phase, the faster the process and
the set goals are achieved sooner.
And vice versa, the processes run slower if only a few teachers are included in
All three seminars are weekend seminars so that the regular work of the school
remains undisturbed and each of them lasts 24 school hours. It is
characteristic to all these seminars that they represent a combination of
experiencing workshops, lectures and instructions through dynamic action of all
participants in the seminar.
"I received a plenty of new information, ideas for designing my work with
children aiming at the higher quality work and better results. Meeting, getting
closer and connecting better with people on the same tasks. Pleasant
associating and cheerful mood".
"I received many guidelines that I wish to apply in my work and life which make
me think about the quality of my work and life. I think, create ideas in my
head, put them on paper and wish to materialise them soon as to see their
effects as soon as possible."
"We presented spontaneously and relaxed our visions created during discussions
about our desires, and desires of others, without constraint and at the same
time we respected every judgment that might produce a more valuable picture of
Our experiences obtained through written feedback from the participants of the
seminar indicated that such a work was acceptable to them and the knowledge and
skills acquired through such work became longer lasting and easily applied in
the work as soon as the next day.
It is important to mention that the process runs faster if the principal and
professional services are included in the seminar. It is ideal if all are
included ? the principal, professional services and teachers.
The inner strength of the class
This is the name of the first seminar which aims at teaching and refreshing the
levels and conditions of the mutual communication of teachers in the very
beginning so as to enable them communicate through these elements later in the
group, in school and in their contacts with parents. Such knowledge allows them
to be trained to recognise and teach pupils communicate clearer, with more of
In this direction, later in the seminar they get familiar with elements of the
choice theory: the world of quality, human needs, and the initial elements for
creating a more responsible environment, in which they live and work. Specially
introduced to their work are elements of cooperation, and permanent
re-evaluation and assessment of what they used to do until now with quality and
success, in order to continue in that direction.
Team - cooperative learning
The basic theme of this seminar is the technique of work in schools for high
efficiency in the work, increase of the number of pupils who start to learn,
and also structuring the conditions for learning in which all pupils can
satisfy their needs and where the learning, knowledge and contents they learn
enter their world of quality.
An overview of schools in the Republic of Croatia in which was
implemented a part of the programme " CHOICE THEORY IN THE
PS Fran Franković
Shipbuilding and machinery school
for industry and craftwork vocations
Chemical technology school RIJEKA
Medical school RIJEKA
PS Rikarda Katalinića Jeretova OPATIJA
Secondary school Jurja Dobrile PAZIN
Secondary school Mate Blažine LABIN
Primary school KNIN
PS Kneza Branimira
PS Ivana Mažuzanića
PS ŽUPA DUBROVAČKA
Parallel to these tasks, the work is done on the actual techniques of creating
an environment of more responsible behaviour of children in the school and more
efficient solving of conflicts, with active inclusion of pupils in solving
their own problems. The theoretic explanations of behaviour that we deal with
are based on the Choice Theory. An important element of this meeting is the
transfer of the teacher from the teacher-worker situation into the
teacher-leader (manager) situation.
This meeting, together with the previous one provides teachers with a large
number of techniques for work with pupils that they can apply in the next
period and report about the results on the next seminar. The written and verbal
reviews of implementation of these elements are a must.
This is a very dynamic seminar based on the exchange of experiences of teachers
in the implementation of the knowledge acquired so far. Also, the meeting
includes a part of the programme in which the participants meet with elements
of the quality school ? school without coERCION.
"I am richer now for one experience. I made another step toward the quality
school that I welcome as an idea. Associating with my colleagues is very
pleasant. I learnt that learning through fun and entertainment is easy, I think
that the knowledge acquired thus is longer lasting."
"I adopted the vision of new work so we can finally remove the old stereotype
method of repetition and precognition."
"I acquired a new idea of quality catechism in school and in the parish. How to
transfer the quality to other catechists? I do not think it is going to be
hard. The cooperation with catechists and pupils and better cooperation with
their parents. A quality catechism."
"Socialising like this made me think about myself, my life and my work. My
knowledge is richer through sharing experiences with my colleagues. My wish is
now stronger to participate with my work in the creation of the quality
These are elements of valuation because, as a rule, in the reports received
from teachers there are problems of how to value and rate the success. The
traditional school has no answer to this because it deals with valuation and
rating of failure ? ill success, as a rule. Of course, this is only one of
characteristics of the school without coerciont. Other elements are improved
cooperation and sharing experiences in the school, between teachers.
This meeting concludes the first phase of the project and participants are
given certificates of successfully mastered programme described earlier by
implementing the acquired knowledge.
The second year of the project is dedicated only to those schools that decided
to continue with this process after the Phase One and as a rule these schools
are the ones in which the principal, professional services and at least one
half of all teachers is involved in the process, too.
"I always get stronger when I feel there are people prepared more to give than
take. Thank you!"
"No chance I miss any of the future seminars. Socialising was very pleasant and
learnt more about people I meet. Cordial regards to the team!"
"I could have "enjoyed" the yields of my many years of work (retirement) but
the desire to learn something new and to help those that need help from me
awakes in me the desire for seminars like this and for the participation in the
work during these meetings. Wonderful leaders-moderators contributed to this
with their kindness and enormous knowledge that they wished to share with us."
"We should socialise and learn in such manner. The learned matter is to be
transferred to the young who expect us to do so and this is our professional
"This seminar gave me more self-confidence, I established communication with
people I did not know well, I found out that there were no insolvable problems
? the point is to be persistent, help and understand each other. Applying only
one bit of what I learnt will help me in my work, the reunion will reaffirm the
immeasurable and priceless: the pleasant socialisation and readiness of leaders
to help us."
"Each time I am on such seminars my ideas get wings, I recharge my batteries
necessary for realisation of these ideas. I can see more clearly and
distinctively from close all I catch on the fly in corridors and around, all
that bothers me but not clear what it is about. Once this is clarified to me,
the opportunities are created for solutions (and new ideas) and how to carry
them out. Contacts are warmer with people with whom I spend a large portion of
my life every day without knowing them."
"I shall try to apply the acquired knowledge in my personal life in relations
with others. I wish this project include as many people as it can so we can
understand each other better, make our entire living be of higher quality."
This phase was also conducted in several schools and it consists of three new
IV - Personally toward the quality
V - My school - Quality school
VI - Selfevaluation
These seminars are conducted in the same manner, on weekends, and on the base
of the same levels of moderation, teaching, and workshop-experiencing
activities. We are expected now to focus more on the management of the process
and less on additional knowledge through lectures. After the first phase,
teachers expect us to provide in-depth process and leading in that direction.
In this phase, the activities in the school are intensified both on the plan of
projects (class, team or school levels) and in the elimination of ill success
on the educational plan.
Personally toward the quality
This seminar is focused on the personal quality in the implementation of the
theory of internal motivation and how to achieve the same with each single
The quality school is no fiction if all participants in the educational process
are fully aware of their own quality. The competition stops then and
stereotypes are removed such as inferiority and superiority or "I am the one to
teach you and you are here to listen to me". Created are equal relations of
cooperation and joint education and life-related contents.
By the end of the seminar every participant shall have selected an area for
which he/she believes to be of the highest quality to contribute to the work in
the school. In the phases to come, the same experiences will be transferred to
pupils and parents.
My school - Quality school
The task of the seminar is to design the vision of the school as a quality
school on the large plan of action, relations, and image (identity) of the
school, inside and outside. Beside the creativity, both parents and pupils
should develop also a very real vision of the school over the longer period of
time. The tasks taken over in this seminar are indispensable for sake of the
next seminar and the end of this phase (selfevaluation). Wishes are elaborated
in this part and activities are directed toward the realisation of these
"Finally, the time has come to move toward the quality work and quality school,
which is necessary for better progress and welfare of the school. A new
approach and help provided to us who work and the greatest joy is to help
children and have them start learning in a different way, and that learning
means power, friendship. We do not learn for school's sake but for life: this
is a great help to the hard and many years long work of teachers."
The mood of participants is best illustrated by the poem read at the end of the
seminar to facilitators of the 5th Seminar in Dubrovnik:
"From the rainy North Jagoda, Toni and Milivoj flew again down to our warm
South, and the road leads on toward the Quality school. Matija is a pearl of
our town and masters the matter well. Here we are all old acquaintances and
some new ones, welcome to all. How to create the quality school, you ask. The
answer we all shall find. Why is the school important to us? To make our
children happier, better, to love each other, agree with one another and
understand. To let them learn without coercion and to choose. To let them see
the quality in what they learn and to have no problems bothering them. To make
self-assessment, this is a thing to do and there will never be much ado. We
shall kick out punishment and threat and yet all shall obey the rules.
The quality life in a town depends on the school and its QUALITY WORK. Come
back dear Rijeka's people, we wait for you with sun in our bay".
"I would like the school that I work in to be famous for its quality and
beyond. Seminars helped me a lot to reach the quality for which I personally
express my gratitude."
"May our leaders-moderators bring us all together at least twice a year. And in
the future. Without such gatherings and meetings the quality of our school or
schools remains on the same line. Seminars are an impulse, an incentive to us
"I am thrilled with this fifth meeting and I am never bored. I have learnt
something better than the way I thought it was so. I wish I had many more of
On the school level is important the consensus about things that the school
finds important. It is interesting that these consensuses are different in
different schools, which is good because it unveils and creates the identity of
every school as a separate educational subject.
This seminar concludes the second phase of the programme Choice Theory in
School. It rounds up the achievements with clear elements of self-assessment:
what was to be achieved and how far did it go. The tasks are checked for the
future and goals and the direction is set for what is important to us.
"Thank God there are who wish to deal with the toughest and most essential
problems of the hard educational work sphere in times as hard as these. Keep
on. You succeeded in awakening the desire for changes for the better in many of
us, for happiness of young generations. May good luck follow you all the way."
"The seminar was just in the right time to find solutions ? make agreements on
activities that "bother" us in our collective. The problems we discussed
already in our collective are now on their way toward solution. I cannot say
how happy I am. I look forward to the Sixth meeting."
"The idea of the quality school is an excellent thing. However, the basic
problem will be to get the support from parents. There are many of them being
illiterate (verbatim), irresponsible, oversensitive, unemployed and under
stress due to war sufferings. Should the parent be the one to fail in the
teacher-pupil-parent triangle there would be no results".
"I thank for the knowledge, love and understanding. I was reminded of what I
heard before and partially forgot. I want the quality school, quality life and
quality individuals for cooperation. I will try to transfer to children as much
as I can to help them become persons of as high quality as possible".
As a rule, now we have developed the complete picture of quality relations, and
how they occur.
At the end of this phase all participants receive certificates proving not only
that they have the knowledge about the abovementioned areas but that they also
use it actively.
The third phase is the next phase for schools that are:
- interested, from the management level to the level of teachers, provided
they have passed the previous two phases. This phase is designed in
cooperation with schools:
where teachers are prepared to actively transfer the knowledge from
the previous phases to pupils and parents
where the school management guarantees to continue with the process.
In our previous experiences we have realised that the process was
blocked in schools where the change of the principal has occurred.
BOOKS IN CROATIAN
W. Glasser: Quality school, Educa, Zagreb (Tel. 01/678-746)
W. Glasser:A Teacher in the Quality School, Educa Zagreb
W.Glasser: The manager and the Choice Theory, Varazdin Business School (Tel.
Other books were published by Alinea Zagreb (Tel. 01/46-55-060; Tel. or Fax 46-55-058; e-mail:
W.Glasseer: The Control Theory
E.P.Good: Searching for Happiness
E.P.Good: How to help kids so they can help themselves
E.P.Good: It Is Good to Be the Boss
E.P. Good: General Direction
B.Boffey: To Be Recreated
R..A. Sullo: Teach Them To Be Happy
D.Gossen & J. Anderson: Creating Conditions for Quality School
B.Greene: New Paradigms for Creation of the Quality Schools
R.E. Wubbolding: Applying the Reality Therapy
R.E.Wubbolding: How to Understand the Reality Therapy
R.E. Wubbolding: How to Successfully Lead People
The mentioned contemplations of ours are the consequence of the monitoring of
the process in schools where the project is conducted.
This phase includes two one-day seminars of 10 school hours each and we suggest
that the first one be held in the beginning of the school year and the second
during the springtime vacations. Contents of these seminars are related to the
contents that the school requires or needs. As to the previous experiences from
the work with schools, two types of contents are wanted:
VII - "School Without Coercion"
These contents are conditioned by some special needs such as repetition of
particular contents of the earlier seminars because, for example, the school
grew larger, new teachers were employed who never had an opportunity to meet
with such work, etc.
This one and the next phase are conducted in strict cooperation of the
programme leaders-moderators or persons appointed by authors or school
School without coercion
Although this is one of the subtitles of the programme in this stage are
evaluated and assessed elements of the constraint in the particular, which
still remain in the work with pupils and in relations inside the collective,
and how to eliminate them. In this stage, the school has no problems with the
discipline of pupils or ill success and it is considerably prepared to solve
these problems competently without external help. Some teachers have already
progressed so much in the implementation of these programme elements as to be
able to transfer the knowledge skillfully to colleagues in other schools.
This seminar, prepared together with teachers from the school, establishes the
elements of monitoring of the Phase One and Two in the work with parents and
pupils. In the school, which is the only one to have completed this phase until
now, in the four-year period, the primary school "Janka Glazerja", Ruše,
Slovenia was selected one of programme leaders-facilitators who was enabled to
stay more often in the school and work on the elimination of some obstacles in
the process. This school has finished the Phase Four and thus it is able to act
on its own, without any external professional support. Now it is quite close to
becoming the school without constraint, the quality school.
During the long years of cooperation with professional services in schools and
some teachers, primarily in Rijeka and then in other areas, we heard their
ideas of an efficient school that they strived for. We saw the enthusiasm of
these people, love for the job and children they worked with but also many
ideas of the traditional stimulus-response model; they believed they could make
poor performers (pupils) work more in the school, using the external stimuli ?
negative marks, more homework, and punishments for bad behaviour; they blamed
the pupils' parents for the ill success of their pupils, as well as the
over-extensive curricula or their own undermined social reputation.
Working with poor performers or "problematic" pupils and their parents we kept
realising that the school did not satisfy their needs. Aware of the Dr.
Glasser's attitude that the quality school is the one where teachers and pupils
satisfy their basic psychological needs we designed the programme for training
of teachers in which we offered the Dr. Glasser's model of lead management
instead of boss management in the school. We did that in the way that we put
the people who are professionals in their work into the position of pupils that
we were leading by following the Dr. Glasser's ideas of the teacher as a modern
Teachers accepted such model of work, rather unusual at that time. In their
written reports and reviews of the teaching units structured so as to make
pupils work in teams, not one of the teachers reported results poorer than
those achieved through the traditional formal method of work.
The majority of them noticed the increased motivation of pupils, the reduction
of disciplinary problems, and the healthier interpersonal relations among
pupils. A geography teacher said: "In this time of the year (May 1991), after
six hours of the frontal teaching, I used to be breathless. Working in the way
we do now, through cooperative learning, I feel relaxed and fresh and
The teacher's profession is probably one of the toughest and teachers are
trained for lecturing rather than for motivating pupils to invest efforts into
their school work. In the quality school, almost all pupils create conditions
the quality school work. In such work there is no force, no coercion, pupils
understand what they learn and assess the quality of the performance.
Our work is not an alternative curriculum but rather a programme that makes the
educational workers start the higher quality relations in their school, with
parents and the local community.
The programme of the seminar "CHOICE THEORY IN THE SCHOOL" does not deal
directly with school success, school discipline problems, unexcused absences,
or solves delinquent and addictive behaviours of pupils.
However, the assessment of the seminar obtained from the interviewed teachers
increased activity and interest of children in the curriculum
increased self-help in the classroom and responsibility for others
reduced number of unexcused and excused absences
increased cooperation of teachers who are satisfied with the work
The text before you is the review of our attempt to bring closer to Croatian
teachers one of the most innovative ideas of the pedagogic practice in the
world for which we believe to be the technology of the school work in the 21st
YOU ARE INVITED TO JOIN US!