Promoting Responsibility & Learning – Volume 7 Number 3
#1 Emotion takes precedence over cognition
#3 A simple but significant question
#4 A Story: What will he other person remember?
Without Stress Blog
Promoting Responsibility & Learning – Volume 7 Number 2
#2 Getting past gravitation to form new habits
#3 Listen to the entire story
#6 Dealing with Positive Behavior Support
Promoting Responsibility & Learning – Volume 7 Number 1
#2 Empty the head of old information to accept new knowledge
#4 You cannot not communicate
#5 Boys dislike showing weakness
Promoting Responsibility & Learning – Volume 6 Number 12
#2 How a 15-year-old imposed his own consequences
#3 Put people ahead of ideas
#6 Mind-body connection and Norman Cousins
RESPONSE: None of the three phases of this discipline approach–teaching, asking, or eliciting–prompts stress on the part of the teacher (or the student). When a student misbehaves, the USUAL discipline approach is to tell, threaten, and/or punish. Each of these approaches is coercive and often results in some resistance. When a student does not obey, stress and aggravation escalate. Discipline without Stress is proactive in that four levels of social development are TAUGHT. This automatically sets the teacher up to use simple cognitive learning theory: teaching (first phase) and then checking for understanding (second phase). Reference is always made to the LEVEL of social development, not the student. This automatically separates the act from the actor–the deed from the doer–thereby
READ MORE >>> →Promoting Responsibility & Learning – Volume 6 Number 11
#2 Use of Guided Choices of RRS
#3 A reflective question to actuate change in an older person
#5 Differentiating Instruction
Promoting Responsibility & Learning – Volume 6 Number 10
#3 Happiness and satisfaction
#5 Multitasking splits the brain’s focus
#6 In persuasion, emotion takes precedence over cognition
Promoting Responsibility & Learning – Volume 6 Number 9
#1 Myth of the teen-age brain
#2 Emotion/Cognition/Bullying
#3 State what you want, not what you don’t
Promoting Responsibility & Learning – Volume 6 Number 8
#4 Listening is a powerful statement
#5 Teaching reading to older students
#6 Parent essays and student forms
Promoting Responsibility & Learning – Volume 6 Number 7
#1 Character Education Comments
#4 Caring and listening
#6 Dealing with difficult students
Promoting Responsibility & Learning – Volume 6 Number 6
#1 Two Characteristics of “Discipline without Stress”
#3 Mindset and walking a plank
#5 Advice to teaches of alternative high school students
Promoting Responsibility & Learning – Volume 6 Number 5
#3 Connecting and using “time out”
#4 Apologizing and perfectionism
#5 “Why” as a “stopper” vs. as a “motivator”
Promoting Responsibility & Learning – Volume 6 Number 4
#1 “What would Marvin Marshall do?”
#2 Using procedures to replace punishments
#6 Feeling uncomfortable when trying something different
Promoting Responsibility & Learning – Volume 6 Number 3
#1 Sharpen the saw
#3 What price will I be paying?
#5 Repeatedly asking, “Why?”
Promoting Responsibility & Learning – Volume 6 Number 2
#1 Reasons for name change
#3 Removing barriers
#5 Essence of Jean Piaget
Promoting Responsibility & Learning – Volume 6 Number 1
#2 Self-Esteem
#5 Emotions and learning
#6 Explaining Anarchy – Level A
Promoting Responsibility & Learning – Volume 5 Number 12
#1 Attributes of the Raise Responsibility System
#2 Disciplining by questions
#3 Criticism
Promoting Responsibility & Learning – Volume 5 Number 11
#3 Your facial expression communicates your emotion
#4 The most fundamental classification
#5 Using collaboration and sharing vs. awarding