Posts Tagged Misbehavior

Questions About Work Ethic

Here are a few of the most common questions I receive from teachers regarding students’ work ethic. Some of them may resonate with you.

Question 1: Is your system of promoting responsibility connected to work ethic or just behaviors of following the rules?

My reply:
First, I always say, “Rules are meant to control, not inspire.” I became a teacher for the latter, not the former. Second, I refer to character education on seven pages in my book. The foundational principle of any character education or work ethic is responsibility. Without it, nothing else stands.

Question 2: Does your system work well with secondary students?

My reply:
The teaching model works with anyone, of any age, in any learning situation.… >>>


Discipline and Emotions

Why do you think young people misbehave? When I ask people this question, most say that it’s because the youth don’t know any better, have had poor role models in life, or just because—no reason at all.

The fact is that young people misbehave because it makes them feel good; otherwise, they would not misbehave. People (including youth) don’t voluntarily do things that feel bad.

This is why it’s important to remember that in discipline, persuasion, and influence, emotion takes precedence over cognition. Connect to the youth’s emotion to make discipline effective.

Punishment prompts bad feelings and, therefore, is counterproductive to changing irresponsible behavior in any lasting way.

A more effective approach is to help the young person find a … >>>


Classroom Discipline on NPR

On October 17, 2014 National Public Radio (NPR) aired a podcast about Classroom Discipline on their program, This American Life. The program shared stories about parents and schools struggling with what to do about misbehaving kids from three (3) years-of-age to high school students.

This article discusses three of the incidents.

In the first story, four teachers were asked to confront a student who would not take his hat off in class—contrary to the classroom discipline rules of the school.

Each of the four (4) teachers interviewed had no specific procedure to handle the situation. All agreed that they would react in a way that they hoped would be successful. None were.

In a second confrontational discipline case, a student

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Tell me how procedures are used in a discipline situation.

I don’t understand how the teaching of procedures can be used in a discipline situation.  Can you give me an example?


Having used Discipline without Stress for several years now, I understand the importance of teaching procedures at the start of the school year. Even so, I still find that I sometimes forget this important step in my teaching and then suffer the consequences. Luckily though, I also know how Dr. Marshall would suggest remedying such a situation. He would suggest backtracking–to teach the procedures that I should have taught in the first place! Here is an example of one such impromptu “lesson” which turned out to be extremely helpful for the remainder of the school year.

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