Volume 6 Number 2
IN THIS ISSUE:
1. Welcome
2. Promoting Responsibility
3. Increasing Effectiveness
4. Improving Relationships
5. Promoting Learning
6. Discipline without Stress
7. What People Say
1. WELCOME
As previously reported, a researcher working on a large
study of discipline and classroom management programs in
America contacted me. She mentioned that her report will be
presented to the American Educational Research Association
at their next meeting.
She asked whether her reference should be to the “Raise
Responsibility System” or to “Discipline without Stress.”
I chose “Discipline w/o Stress” for the following reasons:
–“Discipline without Stress” is in the title of the book,
whereas the “Raise Responsibility System” is a chapter
in the book (Chapter 3),
–Teaching procedures–the key to effective classroom
management–precedes the introduction of the “Raise
Responsibility System,”
–The three principles to practice for becoming more
effective and improving relationships (Chapter 1 of the
book) is not part of the “Raise Responsibility System,”
–The motivational approach (empowerment and noncoercion
described in Chapter 2 of the book) is not part of the
“Raise Responsibility System,”
–Reducing stress, a major concern of many teachers and
parents and a major thrust of the approach, is not
reflected in the name, “Raise Responsibility System.”
In sum, the original discipline system of
1. Teaching the Hierarchy (teaching levels of development)
2. Checking for Understanding (asking), and
3. Guided Choices (eliciting)
has evolved into a more comprehensive teaching model.
The “Raise Responsibility System” is an integral–
BUT NOT AN EXCLUSIVE–part of the model that can be viewed at
http://marvinmarshall.com/in-housedetails.html.
Since making this decision, many pages on the Marvin
Marshall website have been altered–including the name of
the Raise Responsibility System mailring/listserv. It is now
found at
http://groups.yahoo.com/group/disciplinewithoutstress.
Members who send messages to the mailring via e-mail will
now be using the updated address:
disciplinewithoutstress@yahoogroups.com
2. PROMOTING RESPONSIBILITY
Positivity (conscious optimism) induces responsibility.
This positive attitude begins between the ears.
The most important thing people can control is their state
of mind. A state of mind is something that one assumes. It
cannot be purchased. It must be created.
Thinking and acting responsibly–or irresponsibly–begins,
therefore, with how a person shapes one’s own thoughts and
communicates with others.
As leaders, teachers, and parents, we have an oligation to
help young people shape and control their thoughts–so their
impulses and tendency to blame and complain don’t control
them.
3. INCREASING EFFECTIVENESS
Remove barriers to achieve goals–rather than pressure
people to achieve them.
When leaders are not happy with people who report to them,
there is a tendency to add pressure.
Instead of adding pressure, a more successful approach is to
ask what are the barriers that are keeping people from doing
their best.
We may not be able to remove governmentally imposed
barriers. However, we can inquire what is within our control
that may be hampering others from doing their best.
Teachers can use the same approach with young people.
Teachers can ask, “What can I can do to remove barriers
preventing you from doing your best?”
4. IMPROVING RELATIONSHIPS
In a previous newsletter, I suggested using the word,
“not,”
rather than the word, “no,” such as “Not now” or “Not this
time.”
I received the following e-mail, which reminded me how
creative and independent even very young people can be:
“You reminded my of a time when my son, Adam, was two. Every
thing was No, No, No! My husband had just had it with him
and said, ‘Adam, don’t you say No to me again; I’ve had
enough, young man.’ Adam looked at him, full of steam and
said, ‘NOT’!
“I couldn’t help but start laughing. You are right. ‘Not’
doesn’t have the same effect as ‘No.'”
Thanks for bringing that back to mind.
(Note: I wonder who modeled “No” in the first place!)
5. PROMOTING LEARNING
The Los Angeles Times of Sunday, January 29, ran a
front-page report about the drop-out rate in the Los Angeles
City high schools. I am somewhat familiar with the high
schools in the district having taught at two of them (one in
an African-American neighborhood and the other in a Latino
neighborhood)–as well as having served in the district as a
high school demonstration teacher, department chair,
instructional coordinator, counselor, and athletic
director–plus having used nine of their high schools for
my dissertation, “The Tenth Grade Guidance Course in the Los
Angeles City High Schools.”
Two parts from the article give an indication of the
philosophy of the high school reported on–and neither is
unique to Los Angeles.
The first: “Seniors looked for their names posted on a
bulletin board. If a student was NOT listed, the student
earned the right to walk across the stage to get his/her
diploma.” (Capitals added)
Doesn’t it strike someone that posting the names of students
who were SUCCESSFUL in meeting all graduation requirements–
rather than embarrassing those who did not–would be more
dignified to these young adults and reflect more wisdom on
the part of the school?
The second: “20-30 kids are constantly out of class. When
these students are caught, they receive $250 tickets that
require them to appear in court with a parent. About 200
were given out during the last school year.” “And students
still roam,” stated the article, which continued:
“The school has since instituted a new system of taking
attendance each period, rather than once a day, and is
developing a new discipline system to punish truants. Since
the attendance system went into effect November 6, students
have skipped more than 2,000 classes.”
Shouldn’t it be obvious that heaping negativity on more
negativity to solve this problem would not work? Apparently
not, since such practices continue.
The essence of Jean Piaget’s hierarchy of cognitive
development has been lost: Young people THINK AS YOUNG
PEOPLE THINK (not as adult think) but THEY FEEL THE SAME WAY
ADULTS FEEL. Unfortunately, too many adults practice the
opposite. They think young people think like adults and feel
like young people.
Deprivation of dignity is felt–regardless of age.
If you believe that a 6 year-old or a 16 year-old should be
treated the same as a 26 year-old, then punish–and perhaps
have these young people join the ranks of 2,000,000 other
young people who are incarcerated in the USA.
However, if you believe that a 6 year-old or a 16 year-old
is not yet a 26 year-old, then consider whether you want to
discipline by punishment and do things TO people or do
things FOR and WITH them by using the opportunity to help
them help themselves.
Negativity never feels so good as positivity nor is
negativity nearly so effective at changing behavior–whether
we are referring to people of 6, 16, 26, or 66.
6. Discipline without Stress
The following is from a recent post on the mailring:
“I am always working on thinking about, ‘What can I do to
change a procedure to make it work better, and what did I
do/not do that led to things not running smoothly?’
“Monday my principal stopped me in the hall on my way out
the door and said, “I never see your kids.” At first I
didn’t know what he meant. Then he said, “I never see any of
your kids in my office. I just want to know what you do, and
what your philosophy is because I know you have to be doing
something different.” (He knows I definitely didn’t get the
“easy class,” either!)
“I was so happy to be able to tell him all about Marvin
Marshall’s book and system! He may not be really open to the
ideas now. LIKE ALL THE PRINCIPALS I’VE EVER HAD, HE THINKS
COMPETITIONS AND REWARDS ARE THE WAYS TO “MOTIVATE” but he
is very impressed with the results in my room. And now I
feel like I’ve cracked open the door and gotten one toe in!”
Return to Top
7. What People Say
“Jim Collins’ book, “GOOD TO GREAT: WHY SOME COMPANIES MAKE
THE LEAP…AND OTHERS DON’T,” is a very popular book on
leadership. I recently heard him interviewed, and I quote
his final thought regarding leadership as applied to
schools.
“You can take away blackboards, you can take away the
computers, you can take away the administration, and you can
take away the building. You can take away everything. It all
happens in that magical intersection of a wonderful teacher
and a student. And when you get that happening
SYSTEMATICALLY, that is ultimately what really turns the
wheel.”
With this in mind, I share a letter I recently received:
———–
January 10, 2006
Dear Dr. Marshall:
This letter is a follow-up to your presentation for our
staff at McFadden Intermediate School this past August. In
that full day workshop, you introduced our staff to the
“Discipline Without Stress” system. Whether the people who
use it call it a system, a method, or a philosophy is not
nearly as important as what happens when an entire school
embraces it, teaches it. By using your methodology
school-wide, we have transformed our school. Thank you seems
inadequate, yet it is a sincere thank you, from the bottom
of our hearts, that you deserve.
After your presentation, we decided to devote the first four
days of the new school year to teaching the levels of
development to each and every student in our school. Dr.
Marshall, we have a different school this year! Our office
referrals have been cut by more than half from the year
before. Students look each other in the eye, look the adults
in the eye, and sincerely ask how the day is going. When
problems occur in the classroom, each and every student
knows the levels of development and are able to articulate
exactly where things have gone awry and what they are doing
to correct the inappropriate behavior. One of our teachers
questioned how we were able to ever operate without your
approach. I wholeheartedly agree. The climate at McFadden is
positive, a climate of mutual respect, a climate of
togetherness and cooperation rather than “us” versus “them.”
There is no doubt in our minds that you are, indeed, an
expert in your field, and one who has been truly
instrumental in helping our whole school concentrate on the
art of teaching rather than the art of keeping order. We are
forever grateful to you for your insight into adolescent and
adult minds, for helping us change negatives to positives,
and for helping us to renew our dedication to teach. You are
a wonder!
If you have an opportunity, please feel free to drop by the
school and walk the halls with me. I think you will like the
way we have implemented “Discipline Without Stress” in a
very short amount of time. Wow!
Sincerely,
Esther Severy
Principal
———–
I visited the school shortly after receiving the letter and
marveled at how 6th, 7th, and 8th grade students walked the
halls so orderly and quietly. When the tardy bell rang, the
halls were empty. Every student was in class. Mrs. Severy
commented that this never happened before implementing
Discipline Without Stress.
If you have contact with middle schools or parents of middle
school parents, please take a moment and share this
communication with them.
———–
Preview a presentation by the author at
http://www.marvinmarshallpresents.com/preview_presentation/mac-presentation_low.htm
See a video clip from the In-House Staff Development from
the last link at
