“Unless we can get rid of coercion, we will never make even a dent in the problems of education.”—William Glasser, renowned psychiatrist and author of books including Schools Without Failure, Choice Theory, and Reality Therapy
Discipline Without Stress is TOTALLY NONCOERCIVE—but not permissive.
The adult is always in charge by using authority—but without coercion.
The discipline system is referred to as the Raise Responsibility System because it promotes a DESIRE for responsible behavior. This is different from the usual approach aimed at promoting obedience. Simply stated, obedience does not create desire. However, when you promote responsibility, you get obedience as a natural by-product.
Phase I – Teaching
Phase I of the discipline system refers to teaching four concepts of the Hierarchy of Social Development. Being proactive by teaching these concepts before discipline problems occur is the foundation of the discipline system because it establishes expectations at the outset.
Learn the Hierarchy of Social Development.
Children of the Rainbow School is a very small investment with visuals and short stories to teach the four levels. This printable e-book makes it very easy to learn the difference between internal and external motivation.
Learn Significant Points about using the Hierarchy of Social Development.
Compare the life cycle of a butterfly to human development to explain the levels.
Phase II – Checking for Understanding (Asking)
Phase II has students reflect on their chosen level of the hierarchy. Teaching the hierarchy and then Checking for Understanding handles the vast majority of discipline problems. A prime reason is that you can control some else but you cannot change anyone but yourself—and reflection is the most effective approach to induce change. Sample role-playing dialogues and pages of effective reflective questions are in the Resource Guide.
Phase III – Guided Choices (Eliciting)
Phase III is employed if discipline problems continue. When people reflect on their chosen level and continue irresponsible behavior, then authority without coercion is used by eliciting a consequence or procedure. Guided Choices elicits—rather than imposes—and is the most fair, consistent, and effective approach for changing behavior. Additional tips for promoting responsible behavior are in the inexpensive eBook.
Print a one-page review of the Raise Responsibilty System.
MORE DISCIPLINE ASSISTANCE:
Learning impulse control is a key characteristic for success in school and life.
See 25 characteristics and 7 principles of the discipline and learning system.
People WANT to be responsible, but too often we use myths and ineffective approaches.
Learn more from users.
NOTE: This site only includes parts from Chapter 1 and 3 of the landmark education book.