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The Raise Responsibility System in Action

On October 1, 2008   /   Discipline  

When I presented at the National Catholic Educators Association conference and walked by one of the booths in the exhibit hall, Dr. Patricia McCormack stopped me. We had never met, but she recognized me from the picture on my website. She told me that she knows about the RAISE RESPONSIBILITY SYSTEM from my website and saw the program at work in a California school.

To quote from her book, "Student Self-Discipline in the Classroom & Beyond" (National Catholic Educational Association, 2003):

"The faculty in-serviced themselves through discussion and
consideration of Marshall's book. Before the program was
implemented, the teachers provided an in-service for
parents, staff members, and students.

"It was necessary for us to keep in mind that … >>>

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Classroom Procedures, “Democracy” and Democratic Classrooms

On September 30, 2008   /   Responsibility  

QUESTION:

I attended your session at the Brain Expo in San Diego. I have put your ideas into practice in my classroom and am now researching the pitfalls of behaviorism and rewards and consequences for my Master’s Degree.

I am looking at the variables of an autocratic classroom that uses rewards and consequences and a democratic classroom that uses expectations, choice, and reflection in classroom management.

RESPONSE:

I shy away from describing a classroom as “democratic.” I use the term, “Democracy,” for level D because democracy and responsibility are inseparable—and the prime purpose of the Hierarchy is to promote responsibility. I know that some teachers use the phrase, “democratic classroom,” but I think this carries the implicit message that the … >>>

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What “De-Motivates”?

On September 29, 2008   /   Learning  

A few years ago, the former Secretary of Education, William Bennett, was asked by a 7th grader, "How can you tell a good country from a bad one?"

Dr. Bennett replied, "I apply the 'gate' test. When the gates of a country are open, watch which way the people run. Do they run into the country or out of the country?"

The question was an excellent one and prompted an excellent response. I think the same question could be applied to parenting, teaching, and any organization. If the people you deal with were exposed to other possibilities or opportunities, and if all other things were equal, would they stay with you—or would they leave you?

Consider taking an inventory. Are … >>>

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Assumptions and “Screw-ups”

On September 26, 2008   /   Relationships  

The church gossip and self-appointed arbiter of the church’s morals kept nosing into other people’s business. Several church members were unappreciative of her activities but feared her enough to maintain their silence.

She made a mistake, however, when she accused George, a new member, of being a drunk after she saw his pickup truck parked in front of the town’s only bar one afternoon. She commented to George and others that everyone seeing it there would know what he was doing.

George, a man of few words, stared at her for a moment and then walked away. He didn’t explain, defend, or deny; he said nothing.

Later that evening, George quietly parked his pickup in front of her house . … >>>

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Reject Rejection

On September 25, 2008   /   Effectiveness  

Reject rejection.

Rejection does not prevent success; fear of rejection does.

You should keep in mind that there is no rational reason to fear rejection. Reject the rejector, and go about your affairs.

The high school student applied to a prestigious university but was not accepted. The student was not accepted before the application was submitted and was not accepted after the application was submitted. In reality, the student is no worse off than if the application had not been submitted at all.

A few years ago when I was presenting for university extension programs around the country, one university where I had a desire to present did not hire me. My mentor in this endeavor was a psychologist, Dr. … >>>

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Kaizen for Improvement

On September 24, 2008   /   Responsibility  

Although fear is usually self-talk, there are times when it is most difficult to think that it is not real. So rather than attempting to eradicate it, warm up to it.

We can learn from our children. Children don’t say, “I can’t because I’m afraid.” For example, a youngster will get on a high diving board and dive off even though she has never done it before. She’ll run to the parent with a great smile, and the parent will ask, “Weren’t you afraid?” She’ll respond, “Yes, I was afraid; I was really scared.”

But a grown-up won’t do the same thing. If you say to a grown-up, “Are you going to dive off the board?” the adult will say, … >>>

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The Book and Post-It Notes

On September 23, 2008   /   Discipline  

I gave a keynote In Alberta, Canada, entitled, “Four Practices of Superior Teachers,” followed by a “Discipline without Stress, Punishments, or Rewards” workshop to the Calgary Teachers Association. I think I also had the most humbling experience of my life.

I have been honored to speak in various locations around the world. Certainly presenting in Kuala Lumpur at the behest of the Minister of Education of Malaysia was an honor and a very gratifying experience. And I truly enjoyed speaking in Beijing where I presentied with a Chinese translation of the book. But what I witnessed in Alberta was overwhelming. Fifty members of the Calgary Teachers Association had formed a Marvin Marshall Book Club, and I was the invited speaker … >>>

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Reducing Bullying

On September 22, 2008   /   Responsibility  

Here is a marvelously successful idea to have students understand the motivation of those students who operate on Level B—in this case bullies who pick on others. I used it well in Seoul, Korea to demonstrate how older students take advantage of young students and thereby lose harmony in the Confucian-based society of honoring others.

Use a ruler to demonstrate a teeter-totter (see-saw). Hold it flat and describe that this is how it looks when it is balanced. People who are getting along and making responsible choices keep the teeter-totter in balance.

However, when one person starts to pick on another, the teeter-totter gets out of balance. The person who is picked on starts to feel as if he/she is … >>>

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Examples of Levels of Development to Promote Learning

On September 19, 2008   /   Learning  

The Levels of Development is a highly effective approach to promote learning.

Establishing expectations by prompts from the teacher, and/or eliciting descriptors from students, BEFORE an activity and then REFLECTING AFTER the activity increase both motivation and achievement.

 

 

Following are two samples of the posts:

A) PERSEVERANCE

LEVEL D (INTERNAL motivation)
• Perseveres in spite of a challenge
• Retains an optimistic attitude toward obstacles
• Doesn’t require constant adult direction or supervision to stay on task
• Independently asks for help when necessary, rather than unnecessarily worrying

LEVEL C (EXTERNAL motivation)
• Does all of the above but ONLY when an adult is nearby or when there is a desire to impress someone who is watching

LEVEL … >>>

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Will Roger’s Advice

On September 17, 2008   /   Effectiveness  

If you want to increase your effectiveness with anyone—employee, spouse, child, or student—start by stating something positive.

The famous folk hero, Will Rogers, said, “In all your life, you will never find a method more effective in getting through to another person than to make that person feel important.”

Find something that is deserving of recognition or some behavior or result that you like. Then let the person know that you appreciate it. In simple terms, acknowledge successes of a person.

When you build on what prompts a person to feel good, you will soon see how much more effective you become.… >>>

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Thinking and Acting in the Present

On September 16, 2008   /   Responsibility  

If you reflect on your self-talk, you will conclude that your thoughts often involve past experiences or future visions. However, what you actually do is often done habitually and/or nonconsciously.

Taking action is a current activity—not a past or future one. In addition, action requires more than thought. For example, if there are three frogs on a lily pond and one decides to jump, you may conclude—in error—that there would be two frogs left. However, deciding to jump is not the same as jumping. In this situation, three frogs would still be left.

More than thinking about the past or the future, it is thinking about the present and taking action in the present that leads to responsible behavior.… >>>

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Third Culture Kids

On September 15, 2008   /   Learning  

My presentations in Seoul, South Korea, gave me insight into Third Culture Kids (TCK).

The presentations were to English speaking teachers and parents at international schools. A third culture kid is a person who has spent a significant part of his or her developmental years outside the parents' culture. TCKs build relationships to other cultures while not having full ownership in any. For example, the parents are Korean but the students have lived in different countries, usually because of a parent's corporate or embassy job. There are thousands of Korean youth who are TCKs. They have lived in a foreign country; when they return to Korea, they are not accepted by native Koreans—hence, the label, "Third Culture Kids."

Their "home" … >>>

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Using the Three Practices – An Example

On September 12, 2008   /   Discipline  

QUESTION:

I have a student who cut up confetti and placed it inside a folded, stapled paper. I warned him that not one piece had better be found on school property. Otherwise, I would have him him write an essay. I want to do what you would do at this point.

RESPONSE:

I would have a personal conversation letting him know that when he acts on LEVEL B he is making his own standards and acting in a way that is not acceptable.

I would then say, "You have my full confidence that none of the confetti will leave the room, that it will be disposed of, and that you know how to do it."

Then let him know that … >>>

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Formula for Teaching

On September 11, 2008   /   Learning  

When you present something, follow this formula:

WHAT it is you will explain.
WHY it is important to know about it.
HOW the listener can use it.
Give an EXAMPLE of how it works.

The more you use this simple approach, the more people will be motivated to put forth the effort to learn what you are teaching.… >>>

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Intention vs. Mistake

On September 10, 2008   /   Relationships  

A mistake is an honest acknowledgment of an error of judgment, devoid of any self-incrimination or self-diminution. We all commit them. If we used the option of allowing a simple acknowledgment of a mistake, how much clearer and more joyful life would be!

A woman was standing in a grocery line in front of an elderly man. He hollered at her continually, telling her to move her merchandise closer to the cashier—even though there were other customers in front of her also patiently waiting in line.

The lady finally turned and stated, “Your behavior is rude. Is that your intention or a mistake?”

What an easy way to prevent hard feelings!… >>>

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Starting Your Day

On September 9, 2008   /   Effectiveness  

Why start the morning as a “downer” when you can start your day in a positive, pleasant way!

Here is a little procedure you can use. Get up 20 minutes earlier than you need to do. Before turning on the TV or reading the newspaper—both of which can be full of discouraging news—read something uplifting.

The positive energy engendered will carry you through the day so that any situation you encounter can be handled more easily.

You will find it easier to enjoy your entire day simply by being uplifted in the morning.… >>>

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Why? and Behavior Change

On September 8, 2008   /   Responsibility  

People know when they act irresponsibly. But their knowing does not stop that type of behavior.

Knowing the cause for behavior may be interesting, but has nothing to do with changing that behavior. Until responsibility is accepted, the person will not act differently—even when the person knows the reason.

Therefore, rarely ask a person why the behavior occurred. “Why?” implies that the reason for the behavior makes a difference—but it does not. Knowing or knowledge does not lead to behavior change.

Rather than asking “Why?” a more effective approach would be to ask, “What are we going to do about it?”… >>>

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A Parenting Story

On September 5, 2008   /   Discipline, Parenting, Responsibility  

I received the following e-mail and am sharing it with you in hopes that you may be as successful as this teacher and parent reported.

———

When my elementary school first implemented the Raise Responsibility System, I was somewhat apprehensive about how such a program would work in my classroom. I have always felt that I created a positive learning environment in my class and, frankly, this system seemed like just one more passing fad to add to our classroom management file.

However, after reading Dr. Marshall’s book, “Discipline Without Stress, Punishments or Rewards,” I realized that if I was going to use this in my classroom, I should try it at home first.

As a mother … >>>

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