PDF of the Discipline Without Stress Teaching Model
I CLASSROOM MANAGEMENT vs. DISCIPLINE
The key to effective classroom management is teaching and practicing procedures. This is the teacher’s responsibility. In contrast, discipline has do with behavior and is the student’s responsibility. The differences are clearly explained on pages 7 – 9 in the Resource Guide.
II THREE PRINCIPLES TO PRACTICE
People do good when they feel good, not when they feel bad. Always communicate what you WANT—not what you do not want. Change negatives into positives. “No running” becomes “We walk in the hallways.” “Stop talking” becomes “This is quiet time.”
Simply stated, people do not argue with their own decisions.
Choice-Response Thinking is taught so people never need be victims. The approach—along with reflective questions—is on page 34 of the Resource Guide.
Impulse Management is taught so people are not victims of impulses. The Impulse & Anger Management technique is on page 35 of the Resource Guide.
A person can control another person only temporarily. But no one can actually change another person. Asking REFLECTIVE questions is the most effective approach to prompt change in others. Key questions are built into the system. Some general reflective questions are shared so that you can see the power of the approach.
III THE RAISE RESPONSIBILITY SYSTEM (The discipline system)
TEACHING THE LEVELS OF DEVELOPMENT
The hierarchy engenders a desire to behave responsibly and a desire to put forth effort to learn. Students differentiate between internal and external motivation—and learn to rise above inappropriate peer influence.
CHECKING FOR UNDERSTANDING
Students reflect on the LEVEL of chosen behavior. This approach SEPARATES THE PERSON FROM THE BEHAVIOR, thereby negating the usual tendency to defend one’s actions. It is this natural tendency toward self-defense that leads to so many confrontations.
If disruptions continue, a consequence or procedure is ELICITED to redirect the inappropriate behavior. This approach is in contrast to the usual coercive approach of having a consequence IMPOSED.
IV USING THE SYSTEM TO INCREASE MOTIVATION & LEARNING
Using the hierarchy BEFORE a lesson or activity and reflecting AFTER a lesson or activity increases motivation, improves learning, and raises academic achievement.