Discipline

The Levels of Development in High Schools

On May 3, 2011   /   Discipline  

Question:
I’m a teacher at a suburban Atlanta charter high school. As a member of the discipline committee for the high school, I am involved in the rethinking/restructuring of our discipline system and, of course, you and your Levels of Development came to our attention.

We have perused the “Quick Explanation” on your “Summary” link of your web site and have ordered your book. We are very interested in the “Raise Responsibility System.”

We have considered having posters with the A, B, C, D concepts printed for every classroom. However, several of us are concerned that these may come across as too juvenile for high school students. We suspect that these concerns will be addressed in your book when it … >>>

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Communicating with Others about the Approach

On March 29, 2011   /   Discipline  

I received the following e-mail:

“It would be great if somehow a chat room could be set up for like-minded teachers. It could be a site for those who wish to be positive and non-punitive in their methods in dealing with youngsters, where they could share their trials, their successes and their concerns, and perhaps obtain some advice and feedback from colleagues and experts such as yourself.”

“Dr. Marshall, do you think anybody would be interested in something like this? If so, maybe you could perhaps incorporate something like this into your web page.”

I responded as follows:

A chat room is a real-time live environment that requires two or more participants to be typing back and forth. Due to … >>>

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Raise Responsibiltiy System: Phases II and III

On March 24, 2011   /   Discipline  

QUESTION:
Regarding the RAISE RESPONSIBILITY SYSTEM, when checking for understanding do you use a referral if the student does not give appropriate responses to the teacher questions?

RESPONSE:
No.

Just ask the class, “What level do we call it when someone makes his own standards of behavior?” The class will give you the answer and you continue teaching. The point of this phase is to have acknowledged that there was an unacceptable level of behavior.

If disruptions continue, then move into phase III, Guided Choices (using authority without being punitive) where a procedure or consequence is ELICITED. Another approach is to give the student an assignment with a choice, e.g., completing the essay or self-diagnostic referral by oneself, with … >>>

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Raise Responsibility System: Question about Phase II

On March 22, 2011   /   Discipline  

QUESTION:
We have been discussing how to use the Raise Responsibility System in our classrooms and we have a question.

When checking for understanding, if the student identifies the level correctly, do you still give a referral to fill out?

RESPONSE:
No!

A prime reason why the levels are taught (phase I of the system) is to create a benchmark or reference frame. Checking for understanding (phase II) is the second step of simple cognitive learning theory. First we teach (levels of social development); then we test (check for understanding).

The key to the success of the program are these first two phases. When a youngster acts inappropriately, the teacher asks in an inquiring tone using relaxed body language, “On … >>>

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Guided Choices of the Raise Responsibility System

On February 25, 2011   /   Discipline  

I have  questions about the essays in the Raise Responsibility System.

After a student fills out an essay or a self-diagnostic referral and gives it to the teacher, is it best to read it right away and respond in front of the class?

Response:

Read it to be sure the student has taken responsibility. Both forms are private between you and the student. The class should not be involved in either an essay or a self-diagnostic referral.

Question:
Should it just be put on the teacher’s desk and an appointment made to discuss it, or is there not a discussion with the teacher?

Response:
The main purpose of Guided Choices (phase 3 of the Raise Responsibility System ) is to … >>>

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The Raise Responsibilty System Explained

On February 22, 2011   /   Discipline  

Question:

We have been discussing how to use the Raise Responsibility System in our classrooms and have a  question. When checking for understanding, if the student identifies the level correctly, do you still give a referral to fill out or do you only use a referral if the student does not give appropriate responses to the teacher questions?

Response:

Neither.
A prime reason why the levels are taught (phase 1) is to create a benchmark or reference frame. Checking for Understanding (phase 2) is the second step of simple cognitive learning theory. First we teach (levels); then we test (check that the student understands the levels).

In Checking for Understanding, the student acknowledges the level of chosen behavior. By … >>>

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Using the Levels of Development

On February 7, 2011   /   Discipline  

Question:

This will begin my second year of teaching. Last year, I had trouble with behavior in my classes (7th grade). I have been reading your book. I like what you have to say; it makes sense to me.

I would like to begin teaching the levels of development right away, but I have some reservations.

(CLARIFICATION: The two lower levels describe behaviors; the two upper levels describe motivation.)

My question: How soon should I begin to teach your system? Colleagues keep telling me to be tough at the beginning of the year, that it is easier to loosen up later in the year than it is to try to regain control of an unruly class. I … >>>

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A Better Way Than Imposed Punishments

On January 20, 2011   /   Discipline  

Punishment is based on the idea that a person needs to be hurt in order to learn. This is fallacious thinking—especially when dealing with young people.

When punishment is imposed, the person being punished feels like a victim. Victims take no responsibility for their behavior. In addition, IMPOSED punishments evoke negative feelings on the part of the punished towards the punisher.

A more effective approach is to ELICIT a consequence (or a procedure to prevent future such behaviors) from the youngster by asking, “What should we do about this?” If the response is not satisfactory, then ask, “What else?” “What else?” until what the youngster says is acceptable.

Using this approach, the child is taking responsibility for the consequence. This … >>>

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A Key Thought from the Education and Parenting Books

On January 11, 2011   /   Discipline, Parenting  

Life is a conversation. Interestingly, the most influential person we talk with all day is ourself, and what we tell ourself has a direct bearing on our behavior, our performance, and our influence on others. In fact a good case can be made that our self-talk creates our reality.

Both the parenting book and the education book show how to engage in self-talk so that stress is reduced, effectiveness is increased, and relationships are improved. The education book is primarily for classroom teachers. Anyone working with other people—regardless of age—can benefit from the parenting book.… >>>

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Eliciting and Impulse Control

On January 10, 2011   /   Discipline  

QUESTION:

I have your book, and I’m trying to find the best way to approach students who have physically harmed another. An example: One little girl pinched a boy because she thought he was going to pull some books down on her. He almost pulled the books on me.

The three of us discussed the incident and the two students seemed satisfied. I asked the pinched child what he thought should happen and the pinching child apologized. Was there another way for me to approach the situation?

RESPONSE:

Excellent! You ELICITED from the child, rather than impose something.

The next step is to establish some procedure. Let’s assume the student has the urge to do it again. Discuss what … >>>

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Discipline Without Stress

On December 29, 2010   /   Discipline, Learning  

The following is shared about the book:

“As parents and educators, we need all the assistance we can get. Marv Marshall helps us reduce our stress and increase our potential success by giving us many helpful ideas. You will find this book filled with insights and proven strategies that can be applied to all age levels.”

Nancy K. Utterback, Ph.D., Professor
Education & Character Education, Walsh University, Ohio

The reason that the approach is so successful is that counterproductive approaches are not used. click here to see a list of them.… >>>

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Bullying

On December 28, 2010   /   Discipline  

I am a teacher of English from Argentina. I read your book and decided to put your great ideas into practice. I am implementing the system with a group of nine-year-olds. I am writing to you because I had a problem with a parent and I would like your advice.

One of my students behaves like a bully, hits his classmates and threatens to hit them outside the classroom. He pushes them or he sometimes makes them stumble and he told a classmate something like ” Kiss my ass” ( in Spanish, of course). I decided to send a note to his parents when he did this, and asked him to write the following:

Dear Mom and Dad,
Today I … >>>

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The Book: Discipline Without Stress

On December 14, 2010   /   Discipline  

I received the following correspondence:

I am a music teacher. Last year, I came to a point where I was ready to quit—not just threaten—but actually quit teaching after 18 years. That’s when I ran across your book,  and it saved my career as well as my life!

I immediately went back the next day to my classroom and implemented the process.  WOW! What a difference for me and the students.  I no longer have to be a “gritchy” person!

I love and live what you have shared in your book “Discipline Without Stress” and it has definitely reduced stresses in my classroom. Also, my students are becoming self-reliant, internally motivated, and responsible.

I’ve used it, I’m using it, I … >>>

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Level D and Reflection

On December 7, 2010   /   Discipline  

In this season of gratitude and giving, I would like to share one of the many joys I received. (Warning: It  may be odoriferous.)

On the second day of  using  Raise Responsibility System, a miracle happened. The student who had driven me crazy all year chose to take a time out for reflection at his desk (instead of outside in the hall) after he farted five times in less than ten minutes during story time on the rug. Farting at will is one of his special talents. I explained that if he chose to sit at his desk, he would still have to allow the rest of us to concentrate. He agreed.

When after two minutes he began belching … >>>

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Impulse Control and Reflective Questions

On November 26, 2010   /   Discipline  

QUESTION:

I’d appreciate your advice on handling a few children who persist in behaving at Level B, even after I have “checked for understanding” and have proceeded with “guided choices.”

Today I told one of my students who hit another child, “I want you to stay in our classroom, but if you act on Level B again, you are telling me that you want to keep on making your own rules for the class.”

RESPONSE:

Next time, ASK the student if he would like to stay in the classroom. Then ASK him on what level he would need to behave to remain in the class.

Follow this up by ASKING him what he will do when he gets the same … >>>

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Permission to Use My Discipline and Parenting Approach

On November 12, 2010   /   Discipline  

QUESTION:

Marv, the counselors at my school have requested time at their counselors meeting next month to present something about your Raise Responsibility System. They have been in my presentations and are implementing it this year in their counseling sessions with the classes. They are VERY excited about it and have already realized success. They are meeting with me to discuss their presentation.

I have requested that they wait until I have contacted you to find out what you want presented. I explained that I had received permission to present here in our school. However, I do not think it is fair to you for them to try to teach what they are doing with it in their classrooms … >>>

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Rewards and the Raise Responsibility System

On November 4, 2010   /   Discipline  

QUESTION:

I recently read your education book and I plan to try the approach with my 3rd graders.

Previously, I taught 6th grade and used an assertive discipline system. I teach in a Success for All school which requires teachers to award team points for appropriate behavior. Students are rewarded based on the number of points their team earns each week. How do you think the Raise Responsibility System will work if I have to give rewards for expected behaviors?

RESPONSE:

First, a comment about assertive discipline: As you may have discovered, a fundamental characteristic of this coercive approach is to overpower when a student does not obey. The RAISE RESPONSIBILITY SYSTEM is 180 degrees in the opposite … >>>

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