The following is a series of statements sent to me and my responses to them.
STATEMENT:
I’m an elementary character education/physical education teacher and I wanted to share somewhat of a different twist on your system. My biggest struggle was using the letters A, B, C, and D as it is so ingrained in our students that A is “best” and D is “worst.”
RESPONSE:
The “difficulty” is with perception. There have been numerous posts by people who originally were apprehensive but found that STUDENTS OF ALL AGES had no difficulty understanding the concepts and did not confuse a grading system with the Levels of Development.
Letters and vocabulary are always used in context. For example, when do you spell “to”? or is it “two”? or is it “too”? Of course, it depends on the context.
Some people don’t like the term “anarchy”—but they miss the power of the vocabulary when they do not use it. The impact of the word is felt when applied to school and life’s situations. IT IS THE SPECIFIC VOCABULARY BECAUSE OF THE CONCEPTS BEHIND THEM THAT PROMPTS GROWTH AND MATURITY.
STATEMENT:
So…..I converted to a 1-5 system and use it in various ways.
RESPONSE:
I’m delighted that you are proactive by teaching a hierarchy. This is good, but you can do even better. The power of differentiating and clearly understanding the difference between external and internal motivation seems to be lacking in a numbering system.
By the way, there are a number of examples at visuals showing how the levels can be used in various situations, including physical education and character education.
You may want to experiment. Use the vocabulary this year, and then at the end of the year compare which is more effective—or, better yet, ask your students which they believe would be more effective: numbers or vocabulary.
STATEMENT:
Here are some of the ways I use it: I use it as a tool for the kids to answer “reflection questions” to start class, during and at the end. For instance I will ask them upon entering, “How’s your life going?” and they simply answer me by raising their fingers 1..2…3…4….5 with 1 being the worst and 5 best. This really works great for the kids who may be a little shy about talking in front of the class.
Some of the other questions might be: How hard have you worked today?” How’s your self/impulse control been today? How much did you like the game we were playing?
RESPONSE:
Posing reflective questions is great. It’s the third principle to practice.
STATEMENT:
I use it for behavior issues where I can simply look at a student and show him how I feel his self-control is or respect, etc.
RESPONSE:
You—rather than the student—have taken the responsibility here because you are doing the “doing.” To promote responsibility and reduce any stress on your part, the “doing” should come from the student. What you are doing is O.k., but it’s using your authority—and thereby depriving the student of the opportunity initiate the change. A more effective and longer lasting approach would be to put put the responsibility on the student by having the student reflect without the student’s relying on the the teacher to initiate a change.
STATEMENT:
Or I may ask them how they think they are doing on a 1-5 and then ask them if they can possibly get to a level 4 or even a 5.
RESPONSE:
You are using the power of a hierarchy and prompting reflection on behavior. Excellent! But remember, the hierarchy can be used even more effectively by increasing academic performance (Part IV) of the teaching model at http://marvinmarshall.com/teaching_model.html.
STATEMENT:
We’re using this system with our Rookie Success League this summer for economically disadvantaged kids as well.
RESPONSE:
Commendations! This is Stephen Covey’s first habit of highly effective people. You are proactive in that you are teaching something first—in contrast to being “reactive” by waiting until something happens and then trying to rectify it.
STATEMENT:
So…..just wanted to share that and get your thoughts and say “Thanks” for “inspiring” me.
Kim
RESPONSE:
I wish you the best and thank you for sharing.
Marv Marshall
More information on this topic is available here.
