Discipline

Using the Vocabulary with Primary Students

On September 20, 2007 / Discipline

Periodically, I receive e-mail from a primary teacher who has second thoughts about using the vocabulary of the Social Development Hierarchy. The problem so often is that the adult is uncomfortable with the terms “anarchy” and “bullying.”Two points are important regarding the vocabulary of the hierarchy:
(1) The way to learn a concept is to have a way to describe it. This is the reason that one of the most fundamental approaches to success in school is vocabulary development. This seems rather obvious since vocabulary words are taught as soon as youngsters enter school.

(2) Adults associate the two unacceptable lower levels as negatives. When these words are used, adults conjure up negative thoughts and feelings about them. … >>>

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Behaviorism and the Broken Window Theory

On September 19, 2007 / Discipline

The behaviorist approach is to reinforce desired behavior and ignore undesired behavior on the theory that, because the desired behavior is reinforced, it will be repeated while the undesirable behavior will be extinguished.This may be true in training animals, but when inappropriate behavior is allowed to continue in the classroom and it is ignored, chances are that such behavior will continue. In fact the irresponsible behavior may even become worse because ignoring inappropriate behavior may encourage more of it.

Social scientists, in contrast to behaviorists, have a different approach. It originated form the so-called “broken windows” theory of urban decay. This approach holds that if a single window is left unrepaired in a building, in fairly short order, the … >>>

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Evaluating the System

On September 18, 2007 / Discipline

The following e-mail was sent to me:”I am quite interested in the concept of intrinsic motivation and thought the process for raising responsibility in the classroom, as you discuss in your discipline book, was certainly a strategy to be experimented with. I am aware that your ideas are based on research, specifically that of Deci. Has the strategy been tested in the sense of a research study?”

My response:

People who have implemented my teaching model have given testimonial.. However, I do not see how the model can be evaluated with any amount of accuracy. There are just too many variables as can be seen on the Discipline Without Stress Teaching Model.

Each of the following categories would need … >>>

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Logical and Natural Consequences and Discipline Without Stress

On September 17, 2007 / Discipline

“Logical” and/or “natural” consequences are not used in Discipline without Stress. The reason is secause they are imposed and, therefore, a form of punishment. The Discipline without Stress approach is to work with the student, rather than doing things to the student.It doesn’t matter if the adult’s intention is to teach a lesson; imposed punishments increase the likelihood that the student will feel punished by the adult.

While punishment may effectively stop misbehavior in the short term, there are often many unintended and negative side effects to the use of punishment. Any form of punishment where something is done to another person prompts negative feelings resentment, resistance, and even rebellion and retaliation.

A discipline approach that elicits consequences … >>>

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This Discipline System Differs from Others

On September 15, 2007 / Discipline

Discipline without Stressis the only discipline and learning system that is totally noncoercive. But it is not permissive.

Notice that the term, “system,” is used. It is an entire teaching model that can be The approach is proactive, Stephen Covey’s first habit of highly effective people. Rather than the usual reactive approach of waiting until a problem arises and then reacting to it, teaching occurs at the outset so young people always have something upon which to reflect.

Coercive (punishments) and manipulative approaches (rewards) are not used. Both rely on an external agent. Use of these approaches require an adult to be present. However, a person’s influence is judged more on what others do when the person … >>>

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PBIS (Positive Behavioral Interventions and Supports) Stepping Backwards

On September 15, 2007 / Discipline, Learning

“All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement for all students.” SO READS THE MANDATE.

The North Carolina Positive Behavioral Support Initiative is part of the North Carolina State Improvement Program funded through the Individuals with Disabilities Education Act (IDEA). This act is aimed at helping individuals with disabilities. Unfortunately, the approaches used in so many special education classes use 19th and 20th century external, manipulative, and coercive approaches.

Here is a simple case of punished by rewards: Susie does all the right things Nancy does. Nancy is rewarded, but Susie is not. Susie is punished by the system. Where is the fairness? Yet, this … >>>

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