A teacher recounted one of her tough discipline experiences: She asked a misbehaving student (middle school) on which level he was choosing to behave, and he answered, “On a lower level.” The student did this a few more times, so the teacher gave him the reflection form. But even after filling it out, the student still operated at a low level. The teacher, extremely frustrated at this point, didn’t know what to do except give the student a detention (imposed discipline). She came to me wondering what she should do next time this occurred. Following is my reply.
Think “Elicit” rather than “Impose.”
After the student has acknowledged lower level behavior and continues to act on level B, ask the … >>> READ MORE >>> →
The most effective approach for repeated discipline challenges is to ELICIT a consequence or procedure to help the student help himself to avoid future unacceptable behavior. This should be done in private by stating, “What you have done is not on an acceptable level.” Then ask, “What do you suggest we do about it?” Be ready to ask, “What else?” “What else?” “What else?” until what the student says is acceptable and will assist the student in not repeating the behavior.
The advantages of ELICITING the consequence are multiple:
- 1. An adversarial relationship is avoided,
- 2. The student has ownership in the decision,
- 3. Victimhood thinking is not encouraged because the student is empowered—rather than overpowered, and
- 4. The student
… >>> READ MORE >>> →