Posts Tagged Checking for Understanding

Relationship Advice: Seek to Understand

On December 10, 2020   /   Relationships  

Here’s a simple piece of relationship advice. Most relationships fail, suffer, or break down because of one key thing: the people involved simply don’t understand each other. In other words, when disagreements occur (which they will in every relationship) both parties try to force their viewpoint on the other person.

A better approach—and one that will significantly improve relationships—is to focus on understanding the other person. In fact, you will find that you can achieve agreement much more quickly by using this approach.

Rather than assuming you know the reasoning behind another person’s viewpoint, ask for an explanation. Ask questions. Engage in discussion. Have a conversation. Try phrases like, “Can you elaborate on that more?” “What makes you say that?” … >>>

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Discipline Without Stress Newsletter – June 2014

On June 15, 2014   /   Discipline News, Newsletters  

—Volume 14 Number 6

IN THIS ISSUE:

  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 

     

1. WELCOME

After recently presenting to a number businesses, schools, and parent groups and listening to so many complaints, I feel an obligation to offer a consulting service.

This service is available to teachers, parents, and/or leaders in any occupation or industry who would like to reduce stress, promote responsible behavior, improve relationships, promote learning, and/or receive more joy in parenting.

If you would like to learn more, please visit the consulting page .

MONTHLY QUOTE: 

 “I read about your “Discipline without Stress” book, ordered a copy, began to teach the hierarchy using stories to … >>>

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Discipline Without Stress Newsletter – May 2014

On May 10, 2014   /   Discipline News, Newsletters  

—Volume 14 Number 5

IN THIS ISSUE:

  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 

     

1. WELCOME

MONTHLY QUOTE: 

It will work out in the end, and if it doesn’t then it’s not the end. –Dev Patel, from the Academy Award nominated movie,”The Best Exotic Marigold Hotel”

—– 

 One of the advantages of the Raise Responsibility System (discipline and learning system) is that it can be implemented immediately. With this in mind, I share the following e-mail I received on Tuesday, April 29, after I presented the previous day.

“I attended your seminar yesterday in Voorhees, New Jersey and was very interested in the presentation. You have made me realize … >>>

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Raise Responsibiltiy System: Phases II and III

On March 24, 2011   /   Discipline  

QUESTION:
Regarding the RAISE RESPONSIBILITY SYSTEM, when checking for understanding do you use a referral if the student does not give appropriate responses to the teacher questions?

RESPONSE:
No.

Just ask the class, “What level do we call it when someone makes his own standards of behavior?” The class will give you the answer and you continue teaching. The point of this phase is to have acknowledged that there was an unacceptable level of behavior.

If disruptions continue, then move into phase III, Guided Choices (using authority without being punitive) where a procedure or consequence is ELICITED. Another approach is to give the student an assignment with a choice, e.g., completing the essay or self-diagnostic referral by oneself, with … >>>

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Raise Responsibility System: Question about Phase II

On March 22, 2011   /   Discipline  

QUESTION:
We have been discussing how to use the Raise Responsibility System in our classrooms and we have a question.

When checking for understanding, if the student identifies the level correctly, do you still give a referral to fill out?

RESPONSE:
No!

A prime reason why the levels are taught (phase I of the system) is to create a benchmark or reference frame. Checking for understanding (phase II) is the second step of simple cognitive learning theory. First we teach (levels of social development); then we test (check for understanding).

The key to the success of the program are these first two phases. When a youngster acts inappropriately, the teacher asks in an inquiring tone using relaxed body language, “On … >>>

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