The following are some questions and responses about the Raise Responsibility System (RRSystem), Part III of the DISCIPLINE WITHOUT STRESS TEACHING MODEL:
QUESTION:
I am a 9th grade science teacher and I recently read your book, “Discipline without Stress, Punishments or Rewards.” It sounds like a great approach and I would like to implement it in my classroom, but I have four questions that I was hoping you could answer.
1. If an incident occurs in your classroom and you did not see who did it (for example, someone throws a paper airplane), how do you handle that?
RESPONSE:
Just announce that someone is operating on level B—that no one will be punished—that your only goal is for the person to accept responsibility.
Ask whether the class has enough confidence in itself that whoever did it will pick it up after everyone exits (challenge and empowerment). Get a commitment by having students raise hands. If a student does not raise a hand, ask the student, “Since you do not have confidence in the class, what would you suggest?” The student will either give another suggestion or will go along with your positive, empowering, and nonembarrassing approach.
QUESTION:
There is no specific student to ask, “What level is that behavior?” I could ask the entire class and get an answer, but suppose it occurs a second time. To whom would I deliver the Self-Diagnostic Referral? In other words, how do you handle the “sneaky” offenders?
RESPONSE:
Use the FORMS as a VERY LAST RESORT. Start with ELICITING suggestions from the class. The keys to success of the RRSystem are the three principles to practice and the first two parts of the system: TEACHING and ASKING.
QUESTION:
2. There are a few students acting together to misbehave—for example, humming during a lesson. When the teacher looks up, they stop, only to do it again when the teacher’s back is turned.
RESPONSE:
Say something positive, humorous, or challenging. The first idea that popped into my head would be to say something like, “We have the beginning of a harmonic group, the beginnings of a barbershop quartet. If the people sitting around the musicians would like to have them perform for the class, just call out their names and ask them to share.”
(Remember that you should be enjoying both your students and the teaching process. Using humor helps achieve both.)
QUESTION:
How would this be handled? In the past, I’ve just lectured how it is inappropriate and rude, etc. (Doesn’t seem to have any lasting impact.)
RESPONSE:
Lecturing is interpreted as telling and implies obedience. Keep in mind the aphorism, “When young people HAVE TO, they don’t want to.”
QUESTION:
3. If I ask a student “What level of behavior is that?” and another student yells out “Yeah, Joh; that was definitely ‘B!’ or ‘ANARCHY!'” (to be funny) – how do I handle that?
RESPONSE:
Use the same approach as above: positive, humorous, or challenging. Say something that would not be too embarrassing. My first reaction would be to say, “Seems like we have a new John in class”—referring to the student who blurted out. With this class, however, you would be better to say, “John, take a moment and please reflect on the behavioral level you just chose.” Then continue your teaching. ASKING AN 8TH – 12TH GRADER TO IDENTIFY A CHOSEN LEVEL WILL OFTEN BE PERCEIVED AS COERCIVE.
QUESTION:
Do I now need to walk over to the other student and ask him “What level are you acting on?” I’m concerned they may use this to “showcase” themselves and be the class clown.
RESPONSE:
No, but depending on the student, I may comment, “Thanks for your assistance, but you are depriving John the opportunity to become more responsible.”
QUESTION:
4. If John calls out and I go over and ask, “What level of behavior is that?” and he says, “B,” and I smile and walk away then Sue calls out a minute later, do I need to walk over to Sue now and say, “What level behavior is that?” or do I directly hand Sue a Self-Diagnostic Referral?
RESPONSE:
Neither. A Self-Diagnostic Referral should be used only after a few essay forms have been used. Remember, the approach should be noncoercive, positive, and empowering. Even when handing an essay or Self-Diagnostic Referral to a student, a choice is always given, e.g., “Do you prefer to complete the form in your seat, in the back of the room, by yourself or would you like someone to help you?”
The reason that reading and then reviewing chapters 1 & 2 in the book are so helpful in using the RRSystem (Chapter 3) is that you truly get an understanding of the fundamentals of the approach. WITHOUT UNDERSTANDING THE PHILOSOPHIES BEHIND THE SYSTEM, the RRSystem becomes a technique—rather than a system.
