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