discipline without stress, punishments or rewards
TRANSCRIPT
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DISCIPLINE WITHOUT STRESS, PUNISHMENTS, OR REWARDSBY MARVIN MARSHALL
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THE SUBJECT OF DISCIPLINE IS OFTEN
CONFUSED…
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…WITH CLASSROOM M A N
A G E M E N T
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“…I CAN SEE HOW SO MANY TIMES DISCIPLINE PROBLEMS ARE EXACERBATED BY POOR MANAGEMENT.”
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ALTHOUGH RELATED, CLASSROOM MANAGEMENT AND DISCIPLINE ARE DISTINCTLY
DIFFERENT TOPICS
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C L A S S R O O M M A N A G E M
E N T
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D I S C I P L I N E
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CLASSROOM MANAGEMENT ENTAILS STRUCTURE, PROCEDURES, AND
ROUTINES.......
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…TO THE POINT OF BECOMING
RITUALS
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WHEN PROCEDURES ARE LEARNED, PRACTICED, AND
REINFORCED…
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…INSTRUCTION BECOMES EFFICIENT
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CLASS MANAGEMENT IS PRIME RESPONSIBILITY OF
THE TEACHER
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IN CONTRAST TO CLASSROOM MANAGEMENT, DISCIPLINE IS THE RESPONSIBILITY OF THE STUDENT
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DISCIPLINE HAS TO DO WITH APPROPRIATE
BEHAVIOUR
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A PERSON IS RESPONSIBLE
FOR HIS OR HER BEHAVIOUR
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THEREFORE WE MUST DEVELOP PROCEDURES TO HELP REDIRECT
IRRESPONSIBLE IMPULSES
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SO WHAT ARE THESE PROCEDURES?
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1 – P O S I T I V I T Y
PEOPLE DO BETTER WHEN THEY FEEL BETTER
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BE PROACTIVE BY PRESENTING EXPECTATIONS
THAT ARE POSITIVE
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EG. “STOP TALKING” BECOMES “QUIET TIME” OR
“NO RUNNING” BECOMES “WE WALK IN THE CORRIDOR”
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2 – C H O I C E S
OFFER CHOICES IN ANY SITUATION OR ACTIVITY
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WHEN OPTIONS ARE PRESENTED, A STUDENT FEELS EMPOWERED AS OPPOSED TO
OVERPOWERED
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STUDENT PROMPTED TO THINK RATHER THAN IMPULSIVELY REACT
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“WOULD YOU RATHER FINISH YOU WORK IN YOUR SEAT,
AT THE BACK OF THE CLASSROOM, OR AT THE OFFICE?”
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3 – REFLECTIONDIFFERENCE BETWEEN CONTROLLING +
CHANGING
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ALTHOUGH WE CAN CONTROL A PERSON
IT IS ONLY PHYSICAL
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ADITIONALLY, CONTROL IS ONLY
TEMPORARY
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NO ONE CAN CONTROL WHAT A PERSON THINKS OR WHAT A PERSON
WANTS TO DO
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NO ONE CAN ACTUALLY CHANGE ANOTHER
PERSON
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PEOPLE CHANGE THEMSELVES
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THE LEAST EFFECTIVE WAY TO TRY AND CHANGE A PERSON IS THROUGH
COERCION
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EG. DO YOU ENJOY BEING TOLD WHAT TO DO?
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ASKING REFLECTIVE QUESTIONS IS SIGNIFICANTLY MORE
EFFECTIVE AND LONGER LASTING THAN TELLING SOMEONE WHAT TO DO
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EG. “WHAT WOULD AN EXTRAORDINARY PERSON DO IN THIS
SITUATION” OR “IF YOU COULD NOT FAIL, WHAT WOULD YOU DO?”
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3 PRINCIPLES TO PRACTICE: POSITIVITY, CHOICES, REFLECTION
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THEY PROVIDE A FOUNDATION FOR RAISE RESPONSIBILITY
SYSTEM…
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… A DISCIPLINE + LEARNING
SYSTEM COMPOSED OF 3 PARTS
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1: TEACHING THE HIERARCHY (TEACHING)
FOUR DEVELOPMENTAL LEVELS
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EXPOSURE TO THE 4 LEVELS
ENCOURAGES RESPONSIBLE BEHAVIOUR
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DEMOCRACY (HIGHEST LEVEL)DEVELOPS SELF-DISCIPLINE, DEMONSTRATES INITIATIVE, DISPLAYS RESPONSIBILITY, INTERNAL MOTIVATION DEMOCRACY AND REPONSIBILITY ARE INSEPERABLE,
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COOPERATION/ CONFORMITYCONSIDERATE, COMPLIES, CONFORMS
TO PEER PRESSURE, EXTERNAL MOTIVATION
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BOSSING / BULLYING
BOTHERS OTHERS, BULLIES OTHERS, BREAKS LAWS AND STANDARDS, MUST BE BOSSED
TO BEHAVE
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ANARCHY (LOWEST LEVEL)
ABSENCE OF ORDER + AIMLESS AND CHAOTIC
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BOSSING/BULLYING + ANARCHY LEVELS ARE
UNACCEPTABLE
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COOPERATION/ CONFORMITY LEVEL REFERS TO EXPECTED
BEHAVIOURS
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DEMOCRACY IS THE GOAL: TAKING THE INITIATIVE TO ACT
RESPONSIBLY
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2 - CHECKING FOR UNDERSTANDING
(ASKING)
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DISRUPTIONS ARE HANDLED BY CHECKING FOR
UNDERSTANDING
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PURPOSE IF FOR THE STUDENT TO ACKNOWLEDGE CHOSEN BEHAVIOURAL
LEVEL
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SELF-EVALUATING QUESTIONING STRATEGY ENCOURAGES STUDENTS TO REFLECT ON THEIR SELF-
CHOSEN BEHAVIOUR
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“…THEY [STUDENTS] KNOW ALMOST INSTANTLY WHEN THEY NEED TO MAKE A BETTER CHOICE. THIS TAKES LESS TIME AWAY FROM INSTRUCTION AND KEEPS THE CLASSROOM CLIMATE STRESS-FREE AND POSITIVE .”
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THIS APPROACH MUST SEPARATE THE PERSON FROM THE
BEHAVIOUR.
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AFTERALL, EVERYONE HAS A NATURAL TENDENCY
TO DEFEND ONE`S OWN ACTIONS
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3 - GUIDED CHOICES (ELICITING)
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CONTINUED OR REPEATED DISRUPTIONS CAN BE HANDLED BY
GUIDED CHOICES
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GIVE THE STUDENT A
RESPONSIBILITY-PRODUCING ASSIGNMENT
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AS WITH CHECKING FOR UNDERSTANDING,
IN GUIDED CHOICES THE TEACHER ASKS RATHER THAN TELLS
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AUTHORITY IS USED BUT WITHOUT BEING
PUNITIVE
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MOST EFFECTIVE APPROACH IS TO ELICIT A CONSEQUENCE OR PROCEDURE TO REDIRECT FUTURE INAPPROPRIATE
BEHAVIOURS
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STUDENT CLEARLY UNDERSTANDS TEACHER WANTS TO HELP STUDENTS
HELP THEMSELVES
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SINCE PEOPLE GENERALLY DO NOT ARGUE WITH THEIR
OWN DECISIONS, AN ELICITED DECISION DOES NOT…
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…ENGENDER THE USUAL NEGATIVE ADVERSARIAL AND
VICTIMHOOD REACTION AROUSED WHEN A DECISION IS IMPOSED
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WHAT`S IT ALL ABOUT?
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THE KEY TO EFFECTIVE CLASSROOM MANAGEMENT IS TEACHING AND
PRACTICING PROCEDURES
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CLASS MANAGEMENT IS THE TEACHER´S
RESPONSIBILITY
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DISCIPLINE HAS TO DO WITH BEHAVIOUR AND IS THE STUDENT´S
RESPONSIBILITY
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DURING INAPPROPRIATE BEHAVIOUR, THE TEACHER ASKS
OR SUGGESTS…
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…THAT THE DISRUPTIVE STUDENT REFLECT ON THE LEVEL OF CHOSEN
BEHAVIOUR
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