Discipline

Laura Hillenbrand’s award-winning book, “Seabiscuit: An American Legend,” was first made into a PBS documentary and then into a motion picture. The book has been referred to as the best sports book ever written.

Seabiscuit—a descendant of the mighty Man o’ War—was an undersized, crooked-legged racehorse but was the subject of the most newspaper column inches in 1938. The horse was nothing short of a cultural icon in America.

In a test race, Seabiscuit once ran a quarter of a mile in an unheard of 22-2/5 seconds. It may have been the fastest quarter mile ever run by a yearling. However, the horse was rather lazy—really lazy—so the trainer was confronted with a behavioral problem.

When the rider asked him … >>>

QUESTION:

The only part about the Hierarchy of Social Development that confuses me is that if Level C is a level of caution, then how can we label it as acceptable?–even though I can see that in the hierarchy it is implicit that it is positive.

I have a hard time trying to explain to kids that this level is acceptable…. BUT WATCH OUT…. it might not be! This is what I'm not sure how to handle. I know it's best if the hierarchy is simple and easy to understand because then using it is straight forward, but since this Level C has the negative aspect as well as the positive one it seems important to help kids understand.

RESPONSE:

Use the analogy of a TRAFFIC SIGNAL … >>>

QUESTION:

I have really enjoyed your book, “Discipline Without Stress, Punishment or Rewards,” and I have partially implemented it. However, I have a question. I had so many students who lied this year. What do you do in situations where the child refuses to admit what he did?

RESPONSE:

They lied to protect/defend themselves. A foundational characteristic of the Raise Responsibility System is that the deed is separated from the doer, the act from the actor, a good person from an inappropriate or wrong action. Therefore, reference is NOT made to the behavior. Reference is made to the LEVEL of behavior. Referring to a level is “outside” of oneself, thereby negating a feeling or “need” to self-defend.

QUESTION:

I am starting to present the social development hierarchy to my students. I have used “behavior plans” in the past, but they have only promoted “sneaky” behaviors. I hope to instill “proper” behavior by the students. They are reluctant thus far. Are there any pointers to help the reluctant student?

“This is an important, highly readable book for beginning teachers struggling to find techniques that work—as well as for experienced teachers and administrators tired of maladaptive educational practices. Coupling solid research with countless practical examples, Dr. Marshall has made a valuable contribution to the literature. I highly recommend this book for everyone’s professional library.”

QUESTION:

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 imposed something.

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

QUESTION:

How do we reduce noise levels, especially in the hallways and in the cafeteria?

RESPONSES:
Some are from the mailring. Other suggestions can be seen at Kerry’s posts.

1)
When I taught this (hierarchy below) to the children, I asked them what they knew about using different voices. I told them I was thinking of giving numbers to noise levels and wrote the level numbers on the board. I then asked them what they thought each level might sound like, starting with zero. THEY PROVIDED THE DEFINITIONS AND EXAMPLES OF HOW EACH LEVEL SOUNDS.

Level zero – Silence

Level 1 – Whispering
(Only the person you are whispering to should hear you.)

Level 2 – Speaking voice… >>>

About the Book
"DISCIPLINE WITHOUT STRESS^® PUNISHMENTS OR REWARDS
How Teachers and parents Promote Responsibility & Learning"
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You can view parts of "DISCIPLINE WITHOUT STRESS^® PUNISHMENTS or REWARDS – HOW TEACHERS and parentS PROMOTE RESPONSIBILITY and LEARNING online at Amazon's "Search Inside."

Here is how to do it: On Amazon's  home page, in the SEARCH box on the left side, ENTER: Marvin Marshall. Click on "Go."

When the book appears, click on either the book cover or the title. When the book is in view, click on "SEARCH INSIDE."

You can navigate these pages by using the ARROWS in the MIDDLE of each page—or by using the "Previous Page" or "Next Page" links on the … >>>

“Since we have employed your system our students not only exhibit an immense turnaround in how they act in school, they also work with others at their respective peer level to create a positive learning environment.”

Clair R. Garrick, Superintendent
Elgin School District, Elgin, Oregon… >>>

QUESTION – from a posting at the mailring:

I need your help! I have already started using Discipline Without Stress in my classroom, and I gave my principal the handout explaining the levels of behavior of the hierarchy.

She told me that she will not support my using the Raise Responsibility Sytem. She told me that anarchy was too big of a word for Kindergartners and that they wouldn't understand. She told me that behavior shouldn't be compartmentalized—and that is what this system promotes. I explained how the Raise Responsibility Sytem focuses on internal motivation and self reflection. She still would not hear of it! We went around and around for quite some time. Does anyone have any … >>>

The following QUESTION was asked:

I asked a student (middle school) on which level he was choosing, and he answered, “On a lower level.” He did this a few more times, so I gave him the reflection form and he still operated at a low level. I’m going to tell him that now he has a detention. Do you have any other suggestions?

My RESPONSE:

Hopefully, both “reflection” forms were used: Essay and Self-Diagnostic Referral. These forms are in the book.

Think “Elicit—-rather than “Impose.”

After the student has acknowledged lower level behavior and continues to act on level B, ask the question, “What do you suggest we do about it?” Then follow up with the next … >>>

Chapter 6 of he eighth edition of the classic college text, “BUILDING CLASSROOM DISCIPLINE“ by C. M. Charles is entitled, Marvin Marshall’s Discipline through Raising Responsibility. I am honored to have my name attached to the idea.

Following is a summative quote from the text:

“Marshall’s Raise Responsibility System has major strengths beyond those found in many other systems of discipline. It makes sense and rings true for teachers. It focuses on developing responsibility, an enduring quality that remains useful throughout life. It removes the stress that students and teachers normally experience in discipline. It is easy to teach, apply, and live by. It is long-lasting because it leads to changes in  personality. Educators find these strengths … >>>

The most referenced book in education is Dr. Harry Wong and Dr. Rosemary Wong’s book, “How to Be an Effective Teacher: The First Days of School.” Their book has sold over 3, 000,000 copies and is purchased for new teachers in thousands of school districts, in over 50 countries, by over 400 colleges, and for the vast majority of teacher training programs.

The 2004 edition lists and gives websites for eight discipline approaches. However, only one is described in detail: The Raise Responsibility System. The Wongs captured the soul of the system:

“The essence of the plan is to teach that democracy and responsibility are inseparable.” (p. 164 in bold font)

Incidentally, the Wongs offer considerable assistance to classroom … >>>

” I was my county’s ‘Teacher of the Year’ and yet I was contemplating finding a different occupation.”

“As I implemented the Raise Responsibility System, some misbehaviors stopped the instant students reflected on their actions. Good students rose to even higher levels of maturity. Students told me they felt more relaxed and less in conflict with me. I am now less stressed and feel I am helping students make permanent changes, rather than temporary behavior modifications. I will not return to the ‘carrot and stick’ approach which almost drove me from the profession that I love.”

William A. Funkhouser
Winship Middle School – Eureka, California
2003-2004 Humboldt County Teacher of the Year
Johns Hopkins Educational Fellow… >>>