Discipline Without Stress Newsletter – April 2002

Volume 2 Number 4 

IN THIS ISSUE:

 1. Welcome

 2. Promoting Responsibility

 3. Increasing Effectiveness

 4. Improving Relationships

 5. Teachers.net: PROMOTING LEARNING:

    REDUCING STRESS BY PROMOTING RESPONSIBILITY

    –Rather than by Attempting to Manipulate Behavior

 6. Your Questions Answered

 7. What others are saying about the book:

“DISCIPLINE WITHOUT STRESS,

PUNISHMENTS or REWARDS

How

Teachers and Parents Promote Responsibility & Learning”


1. WELCOME


This month’s

e-zine starts by discussing a person who has

had a tremendous influence in the lives of

many people–especially those in the field

of education. I am referring to the famed

Harvard University psychologist who became

popular with his practice of behaviorism,

Burrhus Frederic Skinner (1904-1990). (Also,

read this month’s book testimonial, Number

7, by a former college professor who

interviewed Dr. Skinner.)

I thought about B.F. Skinner while reading

Monty Roberts’ (the famed “horse whisperer”)

most recent book, “Horse Sense for People.”

A sentence I read on page 58 prompted me to

realize a major fallacy in B. F. Skinner’s

approach. The sentence reads, “THERE IS NO

SUCH THING AS TEACHING, ONLY LEARNING.”

Monty Roberts clearly explains how this is

true with HORSES.

A quick review of some psychological

approaches for the point I intend to make:

Classical conditioning is identified with

Pavlov’s dog. It begins with the observation

that some things produce natural responses.

Lucky smells meat and salivates. By pairing

an artificial stimulus with a natural

one–such as ringing a bell when the steak

appears–the dog associates the two. Ring

the bell; the dog salivates.

(Pavlov was smart enough not to use a cat;

cats–like humans–are too independent.)

Operant conditioning, in contrast to

classical conditioning, is concerned with

how an action may be controlled by a

stimulus that comes AFTER it–rather than

before it. When a reward follows a behavior,

then that behavior is likely to be repeated.

Today, we refer to this psychology as

“behaviorism.”

Skinner preferred the term “reinforcement.”

Skinnerians

(behaviorists) are apt to argue that

virtually everything–even who we are–can

be explained in terms of the principal of

reinforcement.

Behaviorists speak about how “organisms”

learn based upon the assumption that humans

are animals–different from other animals

only in the types of behaviors displayed. It

is no wonder that, with this belief, Skinner

conducted most of his experiments on rodents

and pigeons and wrote most of his books

about people.

Since Monty Roberts believes he cannot teach

horses–that horses only learn–he conducts

activities which prompts the horses to make

decisions.

All decisions are based on the ability to

make choices–be it pigeons and pecking,

rats and mazes, or horses and corrals. The

trainer does not teach but rather sets up

the conditions for the “organism” to learn

by the decisions it makes.

Getting back to Skinner and the

behaviorists, IF YOU BELIEVE THAT HUMANS ARE

“ORGANISMS” LIKE ANY OTHER, then it makes

perfect sense to treat them using external

reinforcers and other external manipulators.

However, if you believe that humans have the

ability to be taught using literature,

stories, and other vicarious

experiences–that they need not personally

experience a particular behavior to

learn–then you have joined the ranks of

those who realize that HUMANS CAN BE TAUGHT.

(I can hear my mother’s influence who told

me that you train a dog but you teach

people.)

Of course, part of the equation is that

people learn. But the point remains:

parents, teachers, employers can and do

teach. (So do students; just ask a youngster

who is engaged in cross-age tutoring or peer

teaching.)

I feel confident Monty Roberts would agree

that PEOPLE can be taught. I don’t think B.

F. Skinner (in his early days of touting

behaviorism) would.

More about external motivators and their

ineffectiveness with people can be found at

http://www.aboutdiscipline.com.

(If you are interested in the decisions

Monty Roberts puts before his horses to

train a wild one in 30 minutes, see the

February, 2002, issue . Go to:

http://marvinmarshall.com/newsletter.

Click on 7. Feb. 2002. The newsletter will

appear on the right. Scroll down to “4.

Improving Relationships.”)


2. PROMOTING RESPONSIBILITY


While

finishing my dinner after a presentation for

the Association for Supervision and

Curriculum Development (ASCD) in San Antonio

last month, I thought I recognized one of

the three people sitting at the next table.

Their order had just been taken, and so I

took advantage of the time before their food

was served. I approached the table. The

result was a most interesting conversation

with John Glenn, his wife, and a

representative of the W.K. Kellogg

Foundation.

The former astronaut (first American to

orbit the earth, 1962, and former four-term

Ohio Senator) recently initiated a “service

leadership” program–a joint effort of the

John Glenn Institute for Public Service and

Public Policy and the Kellogg Foundation.

I mentioned that I was the principal of

Norwalk High School when he visited John

Glenn High School, his namesake, and a

neighboring high school in the Norwalk-La

Mirada Unified School District in Los

Angeles County. My point to him was that the

“service learning” project is a very

significant contribution.

Past generations had a high priority for

teaching qualities of character–such as

respect for elders, appropriate dress

showing deference to the occasion, manners,

and those behaviors that make for social

civility.

However, young parents of recent generations

emphasize feelings over behavior. Parents

are very concerned with children’s

happiness. Children are often given, not

only what they desire, but also additional

services and items of material value in

attempts to make for happiness. Good

intentions, but this can lead to dependency

and lack of responsibility.

Since self-esteem and how people feel have

become of paramount importance, parents

believe that external approaches such as

rewarding youngsters for appropriate

behavior and praising them for good acts are

thought to be necessary.

Good intentions, again! But look at the

results. Youngsters ask, “If I do that, what

will I get?”

The simple wisdom has been lost. People gain

and grow by GIVING, rather than by

receiving. It is in the EFFORT that a person

grows. Self-worth emanates from feelings of

satisfaction–rather than by external

comments from other people.

I am not suggesting that people should not

be recognized, but I am suggesting that

feelings and beliefs of self-worth do not

emanate from external sources. They are the

result of our thinking and what we do–our

efforts and the satisfactions that come from

them.

John Glenn’s “service learning” encourages

one of the most valuable approaches towards

growth and responsibility. As the motto of

Rotary International states, “Service Above

Self.”


3. INCREASING
EFFECTIVENESS


Before

becoming the very successful football coach

at Notre Dame, Lou Holtz brought his

University of Arkansas team to the Orange

Bowl in 1978 to play against heavily favored

Oklahoma. Pundits gave Arkansas slight to no

chance of winning.

Dejected players filed into a team meeting a

few days before the game. Holtz picked up

some newspapers and pointed out that papers

have a front page for people who want the

news, an editorial page for those who want

opinions, and comics for people who want to

be amused. He continued, “I’m amazed that

you’re ready to roll over and die because

you read your obituary in the newspapers.”

He warned them, “Don’t let other people tear

you down and destroy your confidence.”

Holtz then asked each athlete to stand up

and explain why he thought Arkansas could

win the game.

Each player stood, one by one, and pointed

out one of the team’s strengths or what a

particular individual had to offer. As they

talked, Holtz reported that he could

actually see their attitudes changing. They

realized their strengths and made a

commitment to one another to do their best.

Following that meeting, the Arkansas team

had an unbelievable practice. The next day,

they beat Oklahoma 31-6.

Holtz’ motivational secret was to prompt the

players to tell him why they were good.

After he pointed his players in a positive

direction, he just listened.


4. IMPROVING RELATIONSHIPS


The opposite

of love is not anger; it’s apathy or lack of

attention. This is based on the simple fact

that love and attention are naturally

linked.

Here is a simple exercise to reduce apathy

and increase attention.

With the person in question, each of you

rates feelings of closeness using a scale

from 1 to 10. The number one represents how

close you would feel to an acquaintance or a

co-worker, while ten represents how close

you feel as a honeymooner or in a close

relationship.

Then relaxing with a few deep breaths,

imagine seeing the other person in your

mind’s eye with as much detail as possible.

After spending fifteen seconds breathing

slow, long breaths and visualizing, imagine

touching the other person–by shaking hands,

hugging, or with some physical contact in

which you would feel comfortable. After

another fifteen seconds of imaginative

physical connection, imagine verbalizing

your feelings.

Slowly breathe for another 15 seconds while

holding all three

thoughts: visualizing the other person in

detail, imagining some physical contact, and

verbalizing your thoughts.

Finally, rank your feelings of closeness

again.

Once people bring attention to one another,

feelings of closeness increase.


5. TEACHERS.NET: PROMOTING LEARNING:

Reducing Stress by

Promoting Learning–

Rather than by Attempting to Manipulate Behavior


My PROMOTING LEARNING

article on <teachers.net/gazette> for this month shows

how promoting responsibility to change behavior is more

effective and less stressful than attempting to

manipulate behavior with the use of external approaches

such as rewards. THE ARTICLE STARTS WITH AN OBSERVATION

OF STRESS A TEACHER OBSERVES OF OTHERS WHO USE A

SKINNER’S BEHAVIORISTIC APPROACH.

http://teachers.net/gazette/APR02/marshall.html


6. YOUR
QUESTIONS ANSWERED


QUESTION:

I am using the RAISE RESPONSIBILITY SYSTEM

and feel like I am not only training my students, but

training myself, also. It’s taking practice to learn to

say “Certainly, when you have….” instead of “No!” But

it’s working when I do. It feels odd to simply say

“Thank you” when a student tells me the level of

behavior he or she was acting on and move on. Most of

the time it works powerfully. They look at me with a

baffled expression and we go on with class. Sometimes,

there is an atmosphere that doesn’t seem to be working,

and I’m not sure what to do next. I went back to the old

method of names and checks on the board Friday (highly

approved of at my school) but that isn’t working for me.

I’m struggling with how to move into doing the

responsibility essay and which one to use and when.

I have shared the “chair” illustration with

so many people!–the one that shows how good it feels to

be responsible. It makes total sense to me. Thanks for

the new mantra to learn and use: “Responsibility finds a

way; irresponsibility finds an excuse.” I’m excited to

find a way to make the system work for me.

P S

Middle School

RESPONSE:

A few suggestions:

To use the Essay Form and the

Self-Diagnostic Referral (as well as the Parent Note,

review “Guided Practice” (using authority without being

punitive), the third part of Chapter Three.

Pick one or two students who are really

causing problems and tell them that YOU have a problem

and NEED THEIR HELP. Don’t be afraid to do this. It puts

them in a position of helping you and empowers them. Do

this in private and have a few ideas how they can help

you, e.g., secretary to record the lesson and report to

the class the next day, coordinate the passing out or

collecting of supplies–anything where they are given

some responsibility.

When students feel good about themselves,

almost invariably as a result of their own efforts,

their chances of behaving on levels C or D dramatically

increase.

When someone continues to disrupt the class,

have a private conversation and say, “What you are doing

is not appropriate for your potential.” What do you

suggest we do about it? (Be ready to ask, “What else?”

“What else?” until you are satisfied with an answer. (If

the student says, “I don’t know,” respond with an

empowering remark, such as, “As capable as you are, I

don’t believe that.”) After eliciting an acceptable

consequence, establish a procedure by asking, “What

specifically will you do to remind yourself when the

urge comes again?”

Check the section of the book on classroom

meetings. Put the problem on the table. Let them know

that it is not your problem, but theirs. You will teach

whether or not they learn. Teaching is what you do. They

have the choice to learn or not. You will not force them

to learn–that you cannot force learning even if you

wanted to. You are in the boat together. They have the

choice of rowing together with you and making progress

or pulling in a different direction and going

nowhere–but they will not be allowed to rock the boat.

Conclude with the charge: “The decision is yours.”

The key is to have high expectations (levels

C or D) and to empower them–rather than overpower them.


7. WHAT OTHERS ARE SAYING ABOUT THE BOOK:

   “DISCIPLINE WITHOUT STRESS, PUNISHMENTS OR REWARDS

   How Teachers and Parents Promote Responsibility & Learning”


“Several years

ago, I had the opportunity to do a lengthy

interview with B.F. Skinner. I concluded

that I do not subscribe to much of what he

taught–for example, his rejection of all

inferred states such as attitudes and

motivation . . . . Dr. Marvin Marshall’s

book addresses a fundamental problem that

every society must solve: how to produce

individuals who will take responsibility for

doing the important tasks that need to get

done. He focuses on what is the essence of

good citizenship in the home, school, and

nation. Using some of the latest findings of

social science, Dr. Marshall has developed

an approach that enables parents and

teachers to help young people grow into

responsible citizens and live satisfying and

rewarding inner-directed lives.”

Gene

Griessman, Ph.D.

Author of THE WORDS LINCOLN LIVED BY

DISCIPLINE

WITHOUT STRESS, PUNISHMENTS OR REWARDS is

carried by:

National Association of Elementary School

Principals

National Association of Secondary School

Principals

National School Boards Association

Phi Delta Kappa International

Performance Learning Systems

The Brain Store

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