Lying is a common source of discipline problems in schools. Often, students lie to protect/defend themselves. Regardless of the reason for the lying, teachers want to know how to stop it from occurring.
A foundational characteristic of the Raise Responsibility System is that the deed is separated from the doer, the act from the actor, a good person from an inappropriate or wrong action. Therefore, reference is NOT made to the behavior.
Instead, reference is made to the LEVEL of behavior.
Referring to a level is “outside” of oneself, thereby negating a feeling or “need” to self-defend.
This concept of referring to levels needs to be revisited when first starting to use the system. So is the second part of … >>> READ MORE >>> →
This is the first in a series of articles about learning in FINLAND, which is based upon my visiting a number of Finnish schools in October 2012.
According to numerous studies, Finland is one of the best educational performing countries in the world. However, aside from international tests, Finland has no standardized testing of its own. They do not believe that achievement gains improve the lives of children.
So how do they score so high—especially considering that students start school at a later age (seven), take fewer classes, have a three-month summer break, spend less time in school per day, have barely any homework, and are rarely tested?
The following are a few key elements about the educational approach in … >>> READ MORE >>> →