A response by Claudia Payne, a member of the DWS Mailring: My school has spent a great deal of money training us on L&L. Buy DWS. It includes Jim Fay’s philosophy and is much easier to use since it is a “system” and can be used “publicly” without any demeaning of the student. When I need to remind students about talking I say (over my microphone) gently, playfully, “Do you need authority?” They always say, “No.” I then say lovingly, “Why not?” They always say, “Because I’m going to stop.” I have found it tremendously useful to incorporate social time into my lessons by having kids discuss with each other briefly before responding individually for the whole class. The questioning
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I had the pleasure of presenting two sessions at the annual conference of the National Middle School Association. The day after the first presentation, an attendee related the following to me: I used your approach on my daughter last night. She had often picked on our cat in a rather mean way and was doing so again. I ASKED her if she was bullying the cat OR being respectful. After what seemed a long period of reflection, my four-year-old responded, “Bullying.” I then asked her what we should do? After more reflecting, my daughter suggested that we get rid of the cat so that she couldn’t bully it any more. The mother will not get rid of the cat, but
READ MORE >>> →QUESTION: I want to recognize my Level C and D students more but it seems that the B ones are getting all the attention; I keep having to asking them reflective questions! For example, if they are all squirmy and loud in the hall I have been asking them, “Do you think your behavior is “up here?” (D/C), or “down here?” (B/A). Most kids will be honest and say they are “down here.” Then I might say, “What should we do if this problems continues?” and the child tells me a consequence for their “down here” behavior. This is part of the philosophy––right?––eliciting consequences from the students? My fear is that my Level C and D students will begin
READ MORE >>> →The following QUESTION was asked: I asked a student (middle school) on which level he was choosing, and he answered, “On a lower level.” He did this a few more times, so I gave him the reflection form and he still operated at a low level. I’m going to tell him that now he has a detention. Do you have any other suggestions? My RESPONSE: Hopefully, both “reflection” forms were used: Essay and Self-Diagnostic Referral. These forms are in the book. Think “Elicit—-rather than “Impose.” After the student has acknowledged lower level behavior and continues to act on level B, ask the question, “What do you suggest we do about it?” Then follow up with the next question, “If you
READ MORE >>> →QUESTION: I am currently in a situation where I am the permanent teacher, taking the place of another teacher. I have been in this position for about 3 weeks now, and I have noticed that many students arrive late every day. Not just one or two but 10-15 students are arriving late to my class! Are there any positive solutions that I could implement right away to alleviate the problem? I am going to hold a class meeting this Monday to ask them how we can solve the problem. Please help me! I need some guidance and direction in order to alleviate the matter. DR. MARSHALL’S RESPONSE: A class meeting is a good start for the students. But the problem
READ MORE >>> →Create (or have a student create) a large poster with the following questions clearly visible: 1. What am I learning? 2. How am I learning? 3. Why am I learning? 4. Who am I becoming? Primary students can share their responses with each other. Older students can reflect on the lesson/day in their journals. Create a small poster for yourself. A pocket-size card will do. Place these questions on the card for a morning glance: 1. What am I doing to start my day in a positive way? 2. What do I get to do today? Place these questions on the reverse side of the card for an evening glance: 1. Did I enjoy myself today? 2. What can I
READ MORE >>> →Here are some random thoughts on improving relationships: Logic prompts people to think, but emotion prompts them to act. Communicate on both levels. Focus on the behavior or comment that prompted upsetting or negative feelings—rather than on the person. Share your feelings about the effects of what someone does or says. It’s healthy and aids relationships to say, “That comment really hurt me.” If you don’t tell the person what is bothering you, you may not fix what really is just a misunderstanding. Don’t universalize a specific. If another person acted rudely, that doesn’t make the person an ogre for a lifetime. Describe breakdowns as “mutual” difficulties or challenges, rather than as something inflicted upon you by another person. Much
READ MORE >>> →Giving three options works wonders. Let's assume your airline flight has been delayed and you finally get to your hotel room at midnight. The hotel clerk informs you that your hotel room has been given to another guest. Your response is that the hotel has at least three options: (1) give you one of the suites they reserve for their special guests at the rate originally given you, (2) their paying for the transportation AND room charges for another hotel which they arrange, or (3) their calling the general manager of the hotel. The result: You will be given one of the hotel's special room for the amount of your original reservation. The same approach of giving three options can
READ MORE >>> →Dr. Martin Brokenly is a Native American who also promotes self-discipline. He uses high expectation from a Native American or a First Nation’s perspective. Rather than coercive or manipulative approaches, Dr. Brokenleg advocates noncoercive influence: modeling, group influence, discussion, and positive expectations. Rather than a father’s saying, “You have to do this,” instead he would often say something like, “Son, some day when you are a man you will do this.” What a powerful way to encourage, nurture, empower, and establish expectations for responsible behavior! Notice that the approach does not reward, punish, or tell. The adult SHARES in order to prompt reflective thinking. This is one of the key approaches described at Discipline Without Stress.
READ MORE >>> →Chapter 6 of he eighth edition of the classic college text, “BUILDING CLASSROOM DISCIPLINE“ by C. M. Charles is entitled, Marvin Marshall’s Discipline through Raising Responsibility. I am honored to have my name attached to the idea. Following is a summative quote from the text: “Marshall’s Raise Responsibility System has major strengths beyond those found in many other systems of discipline. It makes sense and rings true for teachers. It focuses on developing responsibility, an enduring quality that remains useful throughout life. It removes the stress that students and teachers normally experience in discipline. It is easy to teach, apply, and live by. It is long-lasting because it leads to changes in personality. Educators find these strengths especially compelling, hence,
READ MORE >>> →The most referenced book in education is Dr. Harry Wong and Dr. Rosemary Wong’s book, “How to Be an Effective Teacher: The First Days of School.” Their book has sold over 3, 000,000 copies and is purchased for new teachers in thousands of school districts, in over 50 countries, by over 400 colleges, and for the vast majority of teacher training programs. The 2004 edition lists and gives websites for eight discipline approaches. However, only one is described in detail: The Raise Responsibility System. The Wongs captured the soul of the system: “The essence of the plan is to teach that democracy and responsibility are inseparable.” (p. 164 in bold font) Incidentally, the Wongs offer considerable assistance to classroom management
READ MORE >>> →Promoting Responsibility & Learning – Volume 9 Number 8
#4 The “Golden Rule” of relationships
#6 Youngsters using foul language
#7 Repairing a broken heart
” I was my county’s ‘Teacher of the Year’ and yet I was contemplating finding a different occupation.” “As I implemented the Raise Responsibility System, some misbehaviors stopped the instant students reflected on their actions. Good students rose to even higher levels of maturity. Students told me they felt more relaxed and less in conflict with me. I am now less stressed and feel I am helping students make permanent changes, rather than temporary behavior modifications. I will not return to the ‘carrot and stick’ approach which almost drove me from the profession that I love.” William A. Funkhouser Winship Middle School – Eureka, California 2003-2004 Humboldt County Teacher of the Year Johns Hopkins Educational Fellow
READ MORE >>> →QUESTION: What is the “bottom line” if, after discussions with a student to help him understand the consequences of his choices, he still chooses not to comply? RESPONSE: Who is choosing the consequences—the student or the adult? The answer to this question is critical. If the consequence is IMPOSED, the youngster has no ownership of it, and ownership is a critical component for behavior change. QUESTION: What about the case of “no homework” and the student’s admission that he “just doesn’t care and doesn’t WANT to work”? RESPONSE: As Madeline Hunter often stated, “You cannot force learning.” There are thousands of capable, mature, responsible adults who rarely did their homework in school. I do not use the term, “homework.” I
READ MORE >>> →QUESTION: I’m trying to get a handle on this whole concept of guided choices and procedures. I guess I don’t really understand what a procedure is or how you would use a procedure when a student is misbehaving. Can you give me an example? DR. MARSHALL’S RESPONSE: Teaching procedures is teaching expectations. Here is an example: Rather than punishing students for walking down the hallway and talking without permission (against directions), students can be asked for suggestions. The question can be put to them, “What can you do if you have the urge to talk?” A student might volunteer, “Tell yourself not to talk.” The teacher can respond that this is a good plan but will not produce success unless
READ MORE >>> →Here are some ADVANCED CONCEPTS for using the Raise Responsibility System for DISCIPLINE, for ENCOURAGEMENT, and for PROMOTING LEARNING and ACADEMIC ACHIEVEMENT. DISCIPLINE: After teachers are well into the mode of ASKING students (instead of telling them) to identify a level of chosen behavior, asking for a response may seem coercive. Teachers can then shift to SUGGESTING that students SIMPLY REFLECT on their chosen level. The hierarchy is NOT an assessment tool for someone on the outside looking in. Understand that no one can know the motivation of another person with complete accuracy, and since rewards can change motivation, rewarding Level D behavior can be counterproductive. The reward-giver will never know in the future whether the person will be acting
READ MORE >>> →In a presentation before the academic year started, I had participants visualize the following scene: It is your child's very first day of school. When you, as the parent, meet the child after school this first day, what would you say or ask your youngster? I received responses such as, "How was your day?" and "What did you learn?" I continued to ask and the following question invariably arose: "Do you like your teacher?" We intuitively know that the heart has to be engaged before the head is ready to learn. If the child has negative feelings toward the teacher, the child's entire year will be affected—and perhaps future years in school as well. Regardless of any system or silver
READ MORE >>> →QUESTION: I want to make an banner for my room. Do you have a good quote that would encourage students to make good choices? DR. MARSHALL’S RESPONSE: Here’s one I used in my classes: Responsibility finds a way. Irresponsibility finds excuses.
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