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?
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:READ MORE >>> →
The teaching model works with anyone, of any age, in any learning situation.… >>>
Very often, what a teacher refers to as a rule is really a procedure. We need look no further than to one of the first rules primary students are given. They are taught the classroom rule of raising one’s hand to be recognized by the teacher before speaking out. The same rule is taught year after year. I have even seen this rule posted in eighth grade classrooms! Simply reminding students that this is a procedure, rather than a rule, places the teacher in the position of a coach and eliminates an enforcement mentality.
We too often assume that students know what we know and what we would like them to do. This assumption is faulty. Teach procedures—such as how … >>> READ MORE >>> →
Referring to “Responsibilities” is more effective than using “Rules.”
When raising and disciplining children, many parents rely on rules. In reality, though, the use of the term “rules” in parenting is often counterproductive. Rules are used to control—not to inspire. Although essential in games, rules are counterproductive in relationships.
Think of it this way: If a rule is broken, a mindset of enforcement is naturally created. The adult’s thinking goes something like, “If I don’t do something about this, it will occur again and I’ll lose my authority.” The situation between the adult and child immediately becomes adversarial.
The use of the term “rules” prompts the parent to assume the role of a cop—a position of enforcement—rather than a more … >>> READ MORE >>> →
Here is a better approach than relying on rules.
Relying on classroom rules is a mistake-even though it is common practice.
When I returned to the classroom after 24 years as an elementary, middle, and high school principal and district director of education, I quickly discovered how rules hindered good relationships and effective discipline. I found myself coming to school everyday wearing a blue uniform with copper buttons. I had become a cop-rather than a facilitator of learning, a role model, a mentor, a coach. The reason is simple: If a student breaks a rule, our tendency is to enforce the rule. This is a natural thought process because the assumption is that if the rule is not enforced, people … >>> READ MORE >>> →
I usually involve the students in the creation of classroom rules. To me, we are just agreeing upon how we can make our classroom a safe and fun place to be. I don’t know if it’s really so different from a Discipline without Stress approach of having procedures, but “no rules.” Isn’t this just a matter of semantics?
My teaching partner and I used to have “classroom rules” and like you, we routinely planned a time for kids to create the rules on the first day of school. In my experience this approach produced a different type of thinking within my own mind than the mindset created when I started to experiment with “procedures” rather than rules. For … >>> READ MORE >>> →
I have a problem. My entire school district has been requested to update our classroom discipline plans for review by the new superintendent before the end of August. My principal knows how I feel about the punitive discipline approach used across our district. Last year he allowed me leeway––I didn’t have to post rules, consequences, rewards. However, with this latest pressure, he told me that I will have to comply with the new superintendent’s wishes. I am wondering if there’s any way of making DWS “look” like a conventional discipline plan without “being” a conventional plan!
Well, it’s tough to take two opposite approaches and make one look like the other, BUT––survival seems key … >>> READ MORE >>> →
I’m having a hard time with the first principle of Discipline without Stress–the Principle of POSITIVITY. I’m not sure how I can say something positive in a discipline situation–when a student is doing something that he/she shouldn’t be doing! I need some examples.
Dr. Marshall encourages teachers to think, speak and act with positivity in order to be most effective when they implement DISCIPLINE without STRESS system. Even when a situation might be perceived as negative, as in a case where discipline is necessary, he points out that it is possible to phrase communications with students in positive, rather than negative ways.
He points out that people do best when they feel better about themselves–as opposed to when … >>> READ MORE >>> →