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Two Real Reforms to Improve Learning

On December 31, 2015 / Effectiveness

Efforts to promote learning (educational reform) have been headline news for many years. If you reflect on the number of reforms attempted in the United States in the last thirty years, you would need many fingers to count them. Then if you reflected on how many of these attempts to improve education are extant, you would be hard pressed to need any fingers.

W. Edwards Deming, the man who brought the meaning of quality as “continuous improvement” to the world, often stated, “ninety-six percent of the problem lies in the SYSTEM, not in the employees.” Deming empowered workers by using internal—rather than external—motivation, as described in the Levels oaf Development.

Here are two examples (of which I can list … >>>

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Help Students Feel Safe

On December 29, 2015 / Effectiveness

All students have two questions when they first enter any classroom:
(1) Will I fit in?
(2) Will I succeed?

Following are two simple ways to empower students so that their self-talk will be in the affirmative.

For the first question (Will I fit in?), reduce anonymity. Start the class by having students share the name they would like to be called and have them share one personal fact about themselves. It can be a hobby, a special interest, how they enjoy spending their time, a favorite movie, a special song—anything that others in the class can relate to about each student.

For the second question (Will I succeed?), use an empowering approach. Start an assignment or give a test … >>>

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How to Have People Like You

On December 24, 2015 / Effectiveness, Relationships

One of my favorite books of all time is Dale Carnegie’s “How to Win Friends and Influence People.” Originally published in 1936, the book went on to become one of the best-selling books of all time and made Carnegie an international celebrity.

His book was used as the text in my first college speech course. Every few years, I decide to reread it. I especially like how Carnegie expresses profound truths in simple but profound ways. A perfect example is his “Six Ways to Make People Like You”:

Principle 1. Become genuinely interested in other people.
Principle 2. Smile.
Principle 3. Remember that a person’s name is to that person the sweetest and most important sound in any language. (NOTE:

… >>> READ MORE >>> →

Responsibility and Behavior

On December 17, 2015 / Discipline, Responsibility

Today I’d like to share with you a post from Discipline Answers. I think you’ll agree that while humorous, this post reveals a lot about what’s wrong with so many behavior modification approaches in use today.

“One of the oddest conversations I ever had with a child was with a very bright, very disruptive 7-year-old. He had a history of misbehavior at school with lots of office time and suspensions. At the beginning of the year I sat with him after a minor infraction and during our conversation I casually said something about, ‘Well, you know I can’t MAKE you behave; that’s something you have to want to do for yourself. And you get to think about your behavior … >>>

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Clarification Regarding Incentives, Rewards, and Employment

On December 15, 2015 / Learning

An incentive, such as money, can be a motivator. Receiving money, which occurs after the action, is the external reward.

It is important to remember, however, that the reward teachers (and other working adults) receive can be such things as satisfaction from doing creative work, watching the young grow and mature (or customers have success with a service or product), and developing strong relationships (with students, co-workers, clients, etc.).

In any case, the adult’s reward is not money. Yes, money is an incentive for wanting to be hired, but money is not the reward for working. Once someone is employed, a social contract has been created: salary/compensation IN EXCHANGE FOR a service. A salary is not a bribe in the … >>>

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Every Student Success Act—Finally!

On December 10, 2015 / Learning

Finally, after almost 14 years of disaster to the education profession, No Child Left Behind has finally been buried and replaced by the Every Student Succeeds Act that was signed by the President today, December 10, 2015.

The act is a continuing version of the original Elementary and Secondary Act of 1965. I was fortunate enough to be appointed to implement the first version of this act when I was a counselor at Dorsey High School with the Los Angeles Unified School District. The rubric for education at the time was that education was of national interest, a state responsibility, but implemented locally. The No Child Left Behind Act changed the relationship to one of federal/national implementation.

There … >>>

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Strong Relationships Curb Discipline Problems

On December 10, 2015 / Discipline, Relationships

The brain and body are an integrated system. Feelings and cognition are interrelated and have a significant effect upon learning. If you are a parent, you know this. When your child returns home after the FIRST day of school, you may ask “How was school?” You also may ask, “What did you learn?” And you most certainly ask, “Do you like your teacher?”

We know from our personal experiences and through research on the workings of the brain that how we feel has a significant effect upon what and how we think and behave. Therefore, IMPROVING RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS IS ONE OF THE MOST FUNDAMENTAL REFORMS THAT SCHOOLS CAN INITIATE. In fact, if you want to decrease discipline … >>>

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Problems with Behaviorism

On December 8, 2015 / Discipline

People sometimes ask me if I’m a behaviorist. I’m not.

Behaviorism usually refers to approaches of Pavlov (classical conditioning of stimulus/response) and Skinner (behavior modification by reinforcing behavior AFTER an act occurs).

Behavior modification is popular in schools, especially with special education specialists. Unfortunately, MANY RESEARCH STUDIES HAVE SHOWN THE APPROACH TO BE INEFFECTIVE. However, its staying power is attested to by an increasing number of states mandating that schools use “positive behavior support” that is based on a behavior modification model.

The essence of behavior modification is to REWARD DESIRED BEHAVIOR AND IGNORE UNDESIRED BEHAVIOR. The fact that inappropriate behavior is ignored can send the message that nothing is wrong with the behavior, and so there may be little … >>>

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Modeling Responsibility

On December 3, 2015 / Responsibility

Regardless of the character trait—whether it be self-control, respect, kindness, tolerance, fairness, honesty, empathy, integrity or any other—every trait relies on responsibility. No positive character trait can exist without it. In addition, none can be mandated or given.

These traits are not inborn. They need to be learned. This requires teaching.

Part I of the Discipline Without Stress Teaching Model is the foundation for promoting responsibility. WHEN WE OMIT TEACHING AND PRACTICING PROCEDURES, WE ARE ACTUALLY DEPRIVING YOUNG PEOPLE OF THE OPPORTUNITY TO BECOME MORE RESPONSIBLE.

Following is a good classroom management checklist for schools. DO YOUR STUDENTS KNOW:
• How to enter your classroom quietly?
• What they should do right after the bell rings?
• How to pass … >>>

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Restorative Justice in the Los Angeles Unified School District

On December 2, 2015 / Discipline

The Los Angeles Unified School District (LAUSD) has adopted Restorative Justice as the district’s discipline policy. This program focuses on community building, repairing harm, and reintegrating students who have been suspended, truant, or expelled.

Restorative Justice was developed years ago and, as the name implies, was originally developed to help incarcerated people make amends for their misdeeds.

Although the intent of Restorative Justice has many good qualities, the program is a process—considering that LAUSD has planned to implement the program over a three-year period.

I should make my position clear regarding my association with the Los Angeles district. To begin, I have great admiration for large urban school districts. I consulted with the New York Board of Education working with … >>>

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Questions About Work Ethic

On December 1, 2015 / Discipline, Responsibility

Here are a few of the most common questions I receive from teachers regarding students’ work ethic. Some of them may resonate with you.

Question 1: Is your system of promoting responsibility connected to work ethic or just behaviors of following the rules?

My reply:
First, I always say, “Rules are meant to control, not inspire.” I became a teacher for the latter, not the former. Second, I refer to character education on seven pages in my book. The foundational principle of any character education or work ethic is responsibility. Without it, nothing else stands.

Question 2: Does your system work well with secondary students?

My reply:
The teaching model works with anyone, of any age, in any learning situation.… >>>

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Questions About Behavior and Discipline

On November 24, 2015 / Discipline

Here are a few of the most common questions I receive from teachers regarding behavior and discipline. Some of them may resonate with you.

Question 1: I generally have few major behavior problems because I set high expectations and I keep students busy, but I do have problems with talking. Is talking a Level B behavior problem?

My reply:
Talking is a Level B issue only if your students are talking when they shouldn’t be. In such cases, I would teach a psychological lesson and develop a procedure such as illustrated at http://marvinmarshall.com/the-raise-responsibility-system/impulse-management/

UNLESS THE STUDENT HAS A PROCEDURE TO REDIRECT THE IMPULSE, the student will remain a victim of the talking impulse.

Question 2: How about doing their homework? … >>>

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Questions About Rewards

On November 19, 2015 / Discipline, Responsibility

Here are a few of the most common questions I receive from teachers regarding rewards. Some of them may resonate with you.

Question 1: “I am aware of your stance on giving students rewards. However, when students do their work and get good grades, isn’t the grade a reward?”

My reply:
Yes, the good grade is a reward, and there is nothing wrong with this reward. Neither is anything wrong with rewards as acknowledgments.

What I object to is giving rewards for expected, appropriate behavior. Grades are an incentive and they work to motivate only if the person is interested in a good grade. Many students are. But some could care less about the grade given them by a teacher.… >>>

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The Art of Persuasion

On November 17, 2015 / Effectiveness

Benjamin Franklin understood that the art of persuasion is to induce the person to influence himself. He knew that persuading others to his point of view took patience and endurance. He assumed that people are often won over slowly, often indirectly. He believed that if you don’t win the bargain today, go after it again tomorrow—and the next day.

Here are some of Franklin’s strategies of persuasion and bargaining:

1. Be clear in your own mind about exactly what you are after.

2. Do your homework so that you are fully prepared to discuss every aspect and respond to every question and comment.

3. Be persistent. Don’t expect to “win” the first time. The first objective should be simply to … >>>

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Do Teens Need Discipline?

On November 12, 2015 / Responsibility

I often come across articles about how an incompletely developed brain accounts for the emotional problems and irresponsible behavior of teenagers. It is true that teenagers, by virtue of their hormonal changes, are prone to be emotionally volatile, unpredictable, self-absorbed, and hypersensitive. However, the IMMATURE BRAIN that supposedly causes teen problems is nothing less than a myth. Most of the brain changes that are observed during the teen years lie on a continuum of changes that takes place over much of our lives.

In addition, some of these myths are based on studies of brain activity of teens as compared to adults. But snapshots of brain activities have nothing to do with causation. A person’s emotions, such as stress, continuously … >>>

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The Good Behavior Game

On November 11, 2015 / Discipline

The Good Behavior Game (GBG) is purported to be an evidence-based behavioral classroom management strategy that helps children learn how to work together to create a positive learning environment. It is supposed to promote each child’s positive behavior by rewarding student teams for complying with criteria set for appropriate behavior, such as working quietly, following directions, or being polite to each other. The team-based approach uses peer encouragement to help children follow rules and learn how to be good students. It is supposed to enable teachers to build strong academic skills and positive behaviors among students. It is built around four core elements: integrating classroom rules, team membership, monitoring of behavior, and positive reinforcement to both individuals and the group.… >>>

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Are You Creating Negativity?

On November 10, 2015 / Effectiveness

It’s so easy to embrace the negative.

In my seminars I pose the following situation: Suppose your supervisor asks you to stop by the office before leaving for the day.

I then ask people to respond by a raise of hands as to how many immediately engage in negative self-talk, e.g., “What did I do wrong?” The raised hands are unanimous.

But the negative assumption doesn’t have to be created. Consciously or not, this negative self-talk is our own imposition. Compartmentalize it. Your supervisor may have a positive communication for you. Since you don’t know what the conversation will be about, a wrong assumption may prompt undue stress.

As an elementary school principal, a middle school assistant principal, and a … >>>

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