Posts Tagged motivation and behavior

Acknowledging Appropriate and Acceptable Behavior

On March 10, 2016   /   Responsibility  

The following was written by my friend Kerry Weisner. She offers some excellent advice and observations on the topic acknowledging appropriate and acceptable behavior.

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Reflection and self-evaluation are key attributes of the Raise Responsibility System. By referring to the Hierarchy, adults can encourage reflection on the higher, desirable levels. After explaining/teaching the Hierarchy, the procedure is for the adult to ask the young person to identify the chosen level.

It is unnecessary and even counterproductive to attempt to evaluate the motivation levels of C (external) or D (internal). However, it can be very empowering for young people themselves to assess their own level in various situations. By becoming consciously aware of the powerful inner feelings of satisfaction arising … >>>

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Discipline Goals

On December 22, 2015   /   Discipline, Effectiveness  

Many teachers who use the Discipline Without Stress methodology comment on how getting children to act on Level D of the Levels of Development is their goal. In reality, having all students operate on Level D should not be the goal of this discipline system. Rather, the teacher’s goal is to have the motivation at least on Level C so that a civil and productive learning environment is created in the classroom. So Level C is the goal for the teacher, not Level D.

Some students will certainly CHOOSE to set their sights higher (Level D), and of course this is what you hope, but it is not something over which you have direct control. You cannot force any student … >>>

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Motivation of Imposing vs. Eliciting

On August 2, 2011   /   Responsibility  

In a recent conversation I had with a father, he told me that when his  sons were young he had attended a parenting seminar. He then related to me how using “natural” and “logical” consequences really helped him. He explained to me that the older son bullied the younger son. The father finally put the older son on the floor and with his foot upon his chest asked him how he felt when someone picked on him. The father said he never again had a problem with the older son picking on the younger son.

Regardless of what you label this approach, it is coercive and not the most effective one. The son stopped picking on his younger brother—… >>>

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