Posts Tagged social responsibility

The Levels of Development and Social Responsibility

On June 25, 2020   /   Effectiveness, Responsibility  

One thing we could definitely use more of these days is social responsibility—that is, people doing the right thing simply because it is the right thing to do. I’ve long been a proponent of fostering social responsibility in both children and adults. That’s one reason why I created the Levels of Development and have been sharing it with parents, teachers, and school administrators for decades.

But the Levels of Development isn’t just for children. The levels have great merit outside of the classroom and with adults. In fact, when people become aware of the Levels of Development, they become conscious of social responsibility in their own behaviors and in relationships with others.

Here are just a few of the main

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Some Thoughts on Rewards and Punishments

On January 22, 2014   /   Effectiveness, Responsibility  

Rewards

Using rewards is a flawed discipline strategy. Granted, rewards can work as incentives. And in competition, rewards can be very effective motivators—but not so in learning. Grades are a case in point. They only serve as an incentive if the student is interested in obtaining a good grade. Also, grades rarely produce the highest quality learning because the focus is on the grade, not the best work a student is capable of doing.

Rewards are wonderful acknowledgments. However, in The Raise Responsibility System, rewards are not given for expected standards of behavior (a common practice). Giving rewards for appropriate behavior is counterproductive to promoting responsibility. Rewards change motivation from an internal to an … >>>

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Some Insights on the Raise Responsibility System

On November 30, 2012   /   Discipline, Effectiveness, Responsibility  

The strategy used in the Raise Responsibility System differs from other approaches in a number of significant ways. First, the system starts with Stephen Covey’s first habit of highly effective people: Be proactive. The idea is to set the stage for dealing with disruptive behaviors before they occur. This is in contrast to the usual reactive strategy of dealing with disruptive behaviors after they occur.

Second, neither rewards nor punishments (or “consequences,” which also are viewed as negative) are used. Authority, when necessary, is used without punishment.

Third, a guiding approach, rather than a telling approach, is used, because the most effective way to change behavior is to provide conditions under which behavior change is self-motivated. Self-evaluation is the most … >>>

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