Step 1: TEACHING – (Students learn four levels of development) Being proactive by TEACHING AT THE OUTSET is in contrast to the usual approach of just responding to inappropriate behavior.
Step 2: ASKING – (Checking for Understanding) When a disruption occurs, have the student identify the unacceptable level chosen. Note: A major reason for the success of the system is that by identifying something OUTSIDE of oneself, the deed is separated from the doer. The person is not prompted to self-defend, which is one’s natural and usual approach.
I was thinking today about the “enforceable statements” that Love and Logic is big on using. At first, I was thinking that I might use their statements in my Discipline without Stress teaching but now I’m wondering. I’d like another opinion on the subject.
In the Love and Logic program, instead of making rules for your students, you only tell them what YOU, the adult will do. The thinking behind this is that the only person you ever really have control over is yourself.
I can see how some enforceable statements could be used with Discipline without Stress if they fall into the category of procedures. For example, things like :
Can you give me an overview of how The Raise Responsibility System is implemented in a classroom? I understand that it is part of the Discipline without Stress Teaching Model and that a teacher uses it to guide themselves through a discipline situation.
As you mentioned, The Raise Responsibility System is the third part of the Teaching Model in this discipline approach. The first two parts of the Model which are critical to the success of the program are Classroom Management and the using the Three Principles (Positivity, Choice and Reflection.)
The Raise Responsibility System has three phases:
1. Teaching the Hierarchy,
2. Checking for Understanding, and;
3. Guided Choices.
Phase 1 – TEACHING THE HIERARCHY
Dr. Marshall … >>>
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