Question-framing mobilizes your perceptions. For example, if you decide that you are going to buy a four-wheel drive vehicle, you probably ask the question, “Which one should I get?” You can be sure that the next time you are on the road, you will notice Jeeps, Explorers, and Range Rovers in record numbers. You will also start to see articles in the paper and advertisements featuring these types of vehicles, and you may even discover that some of your friends and acquaintances own one. All these would have gone unnoticed if you hadn’t set your mind on four wheel drives. The phenomenon of seeing what we expect or want to see is called mindset or mental set. Our mental set
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"We have tried dozens of strategies to improve classroom discipline, all with limited or no success until we tried Dr. Marshall's program. I believe his program, "Discipline without Stress, Punishments, or Rewards," is the best hope public schools have in dealing with discipline issues. We are planning to implement his strategies in all eighteen of our schools." Robert E. Beck, Ed.D., Associate Superintendent Richmond County Schools, Hamlet, NC ============================================================ About the Book DISCIPLINE WITHOUT STRESS PUNISHMENTS OR REWARDS How Teachers and parents Promote Responsibility & Learning A descriptive table of contents describing the approach, three selected sections, and additional items of interest are posted at: DisciplineWithoutStress.com ============================================================ More information is available at www.marvinmarshall.com
READ MORE >>> →Schools can increase their effectiveness by holding discussions with the staff and being proactive by setting up a system to use school-wide. The examples in the previous post about setting up a communication system to engender expectations is a very effective approach. Eliciting samples of the levels from students and then practicing them ensures greater effectiveness. For eliminating noise when in the hallways, set up the procedure by having students line up and then elicit a course of action in case someone were to talk during the “no talking in the hallway” on the way to the cafeteria. The importance of ELICITING a “consequence” ahead of time cannot be over emphasized. When students have set up the procedures and then
READ MORE >>> →Promoting Responsibility & Learning – Volume 9 Number 9
#3 Semantics: rules vs. procedures
#6 Imposing vs. eliciting values
#7 Comparing an old approach with DWS
QUESTION: How do you encourage kids to do homework? I feel like I’m constantly chasing after students to do it. I find that it’s a reflection of my teaching that they’re not putting effort into it. RESPONSE: In order to differentiate between EFFORT in EMPLOYMENT and EFFORT in LEARNING, I avoid the use of the word, “work.” Rather than referring to home WORK, I refer to “home assignments.” The only reflection on your teaching should be to ask yourself whether or not the assignments are relevant, meaningful, and/or useful. Following are some suggestions: 1. Give choices – Give more than one option for the assignments and have students choose their preference. 2. Explain that there is not enough time to
READ MORE >>> →I have heard it said that the three most powerful words are, “I am sorry.” Far more powerful are the words, “I love you” or “Please forgive me.” But the the “golden question” will improve relationships even more: “What do you suggest?”
READ MORE >>> →There are emotional challenges that all of us have. One of them pertains to worrying about the future. Worry is fear of the unknown. It is negative self-talk. If you reflect on the things that you have worried about, you will conclude that they rarely occurred in reality. As with worry, some people live with past failures, with past hurts, and thereby bring past negative emotions into the present. One of the keys to happiness is to practice thinking in the present—rather than dwelling on the worry of the future or negativity of the past. Controlling our thoughts to stay in the present by redirecting negative thoughts into positive ones is a habit which can be developed. I think of
READ MORE >>> →A mother passing by her daughter’s bedroom was astonished to see the bed was nicely made and everything was picked up. Then she saw an envelope propped up prominently on the center of the bed. It was addressed, “Mom.” With the worst premonition, she opened the envelope and read the letter with trembling hands: Dear Mom, It is with great regret and sorrow that I’m writing you. I had to elope with my new boyfriend because I wanted to avoid a scene with Dad and you. I’ve been finding real passion with John and he is so nice even with all his piercing, tattoos, beard, and his motorcycle clothes. But it’s not only the passion, Mom. I’m pregnant and John
READ MORE >>> →The following is from my soon to be released book, "parenting withoiut Stress: How to Raise Responsible Kids While Keeping a Life of Your Own." Punishments and rewards are two sides of the same motivational coin. Rewards ask, “What do they want me to do, and what will I get for doing it?” Punishments ask, “What do they want me to do, and what happens to me if I don’t?” In both cases, the attempt is made to manipulate behavior by doing things to, rather than with, young people. At best, such approaches bring only temporary compliance. Most importantly, the foundations of both are based on consequences. Carrots are no more effective than sticks for helping young people make responsible
READ MORE >>> →About the Book "DISCIPLINE WITHOUT STRESS® PUNISHMENTS OR REWARDS How Teachers and parents Promote Responsibility & Learning" ============================================================ You can view parts of "DISCIPLINE WITHOUT STRESS® PUNISHMENTS or REWARDS – HOW TEACHERS and parentS PROMOTE RESPONSIBILITY and LEARNING online at Amazon's "Search Inside." Here is how to do it: On Amazon's home page, in the SEARCH box on the left side, ENTER: Marvin Marshall. Click on "Go." When the book appears, click on either the book cover or the title. When the book is in view, click on "SEARCH INSIDE." You can navigate these pages by using the ARROWS in the MIDDLE of each page—or by using the "Previous Page" or "Next Page" links on the top and bottom of
READ MORE >>> →“Since we have employed your system our students not only exhibit an immense turnaround in how they act in school, they also work with others at their respective peer level to create a positive learning environment.” Clair R. Garrick, Superintendent Elgin School District, Elgin, Oregon
READ MORE >>> →QUESTION – from a posting at the mailring: I need your help! I have already started using Discipline Without Stress in my classroom, and I gave my principal the handout explaining the levels of behavior of the hierarchy. She told me that she will not support my using the Raise Responsibility Sytem. She told me that anarchy was too big of a word for Kindergartners and that they wouldn't understand. She told me that behavior shouldn't be compartmentalized—and that is what this system promotes. I explained how the Raise Responsibility Sytem focuses on internal motivation and self reflection. She still would not hear of it! We went around and around for quite some time. Does anyone have any advice or
READ MORE >>> →A teacher shared a few thoughts with me. This year is a surprise for me. I thought I had my revelation last year when I discovered Discipline Without Stress. This year I have implemented the system from the beginning and the painful revelation this year is just how wrong I have been over the last 13 years. It is almost painful to reflect on who I used to be. I was so caught up in getting students to obey that I lost sight of the humanity of this profession. I was overpowering them rather than being flexible, understanding, and compassionate. Here is an example: I have a student who doesn’t do his homework and who struggles in the class. Last
READ MORE >>> →This country has a serious dropout problem. I share with you a little of what I shared in my keynote at the International Association for Truancy and Dropout Prevention Conference. Every September about 3.5 million young people enter the 8th grade. After four years, about 505,000 drop out. That's an average of about 2,800 per day. Picture this: Every school day more than 70 school buses drive away from schools filled with students who will never return. Not returning to school is not an event; it is a process. Show me a school dropout, and I'll show you a young person who has not established positive relationships at school. Many dropouts start negative self-talk early in their school careers. I
READ MORE >>> →"Can you do better?" This question will prompt students to increase their effort and improve their quality of work. Asked by parents, this question will prompt their children to reflect on their behavior. Asked by you at a hotel registration desk may often result in an upgraded room. The same works with rental car agencies and people working on commission. "Can you do better?" The skill of asking such reflective questions is one of the three key practices of the teaching model, the first link at MarvinMarshll.com.
READ MORE >>> →After winning the Academy Award for best female actor, Helen Hunt was asked, “How do you know which scripts to choose?” Her response: “I always go with the one that scares me the most; it’s the one with the greatest potential for growth.” This is a valuable concept. As M. Scott Peck, M.D. emphaized through out his classic book, “The Road Less Travelled,” the mentally healthy person continues to grow.
READ MORE >>> →Sherry, a fabulous grade six teacher at my school, mentioned to me one day that when she sees a child operating on Level B in her classroom, she uses the opportunity to do some role-playing. After she has asked the student to assess the level of their own behavior (and they can accurately assess it as Level B,) she says very respectfully to the child, “Now, would you like an opportunity to try this again––operating at a higher level?” This week I tried using Sherry’s idea in my grade one classroom. Here’s one example: Two boys sat down on the carpet near each other as we were getting ready to read a story. The boys weren’t right beside one another;
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