DISCIPLINE WITHOUT STRESS, PUNISHMENTS OR REWARDS

DISCIPLINE WITHOUT STRESS, PUNISHMENTS, OR REWARDSBY MARVIN MARSHALL

THE SUBJECT OF DISCIPLINE IS OFTEN

CONFUSED…

…WITH CLASSROOM M A N

A G E M E N T

“…I CAN SEE HOW SO MANY TIMES DISCIPLINE PROBLEMS ARE EXACERBATED BY POOR MANAGEMENT.”

ALTHOUGH RELATED, CLASSROOM MANAGEMENT AND DISCIPLINE ARE DISTINCTLY

DIFFERENT TOPICS

C L A S S R O O M M A N A G E M

E N T

D I S C I P L I N E

CLASSROOM MANAGEMENT ENTAILS STRUCTURE, PROCEDURES, AND

ROUTINES.......

…TO THE POINT OF BECOMING

RITUALS

WHEN PROCEDURES ARE LEARNED, PRACTICED, AND

REINFORCED…

…INSTRUCTION BECOMES EFFICIENT

CLASS MANAGEMENT IS PRIME RESPONSIBILITY OF

THE TEACHER

IN CONTRAST TO CLASSROOM MANAGEMENT, DISCIPLINE IS THE RESPONSIBILITY OF THE STUDENT

DISCIPLINE HAS TO DO WITH APPROPRIATE

BEHAVIOUR

A PERSON IS RESPONSIBLE

FOR HIS OR HER BEHAVIOUR

THEREFORE WE MUST DEVELOP PROCEDURES TO HELP REDIRECT

IRRESPONSIBLE IMPULSES

SO WHAT ARE THESE PROCEDURES?

1 – P O S I T I V I T Y

PEOPLE DO BETTER WHEN THEY FEEL BETTER

BE PROACTIVE BY PRESENTING EXPECTATIONS

THAT ARE POSITIVE

EG. “STOP TALKING” BECOMES “QUIET TIME” OR

“NO RUNNING” BECOMES “WE WALK IN THE CORRIDOR”

2 – C H O I C E S

OFFER CHOICES IN ANY SITUATION OR ACTIVITY

WHEN OPTIONS ARE PRESENTED, A STUDENT FEELS EMPOWERED AS OPPOSED TO

OVERPOWERED

STUDENT PROMPTED TO THINK RATHER THAN IMPULSIVELY REACT

“WOULD YOU RATHER FINISH YOU WORK IN YOUR SEAT,

AT THE BACK OF THE CLASSROOM, OR AT THE OFFICE?”

3 – REFLECTIONDIFFERENCE BETWEEN CONTROLLING +

CHANGING

ALTHOUGH WE CAN CONTROL A PERSON

IT IS ONLY PHYSICAL

ADITIONALLY, CONTROL IS ONLY

TEMPORARY

NO ONE CAN CONTROL WHAT A PERSON THINKS OR WHAT A PERSON

WANTS TO DO

NO ONE CAN ACTUALLY CHANGE ANOTHER

PERSON

PEOPLE CHANGE THEMSELVES

THE LEAST EFFECTIVE WAY TO TRY AND CHANGE A PERSON IS THROUGH

COERCION

EG. DO YOU ENJOY BEING TOLD WHAT TO DO?

ASKING REFLECTIVE QUESTIONS IS SIGNIFICANTLY MORE

EFFECTIVE AND LONGER LASTING THAN TELLING SOMEONE WHAT TO DO

EG. “WHAT WOULD AN EXTRAORDINARY PERSON DO IN THIS

SITUATION” OR “IF YOU COULD NOT FAIL, WHAT WOULD YOU DO?”

3 PRINCIPLES TO PRACTICE: POSITIVITY, CHOICES, REFLECTION

THEY PROVIDE A FOUNDATION FOR RAISE RESPONSIBILITY

SYSTEM…

… A DISCIPLINE + LEARNING

SYSTEM COMPOSED OF 3 PARTS

1: TEACHING THE HIERARCHY (TEACHING)

FOUR DEVELOPMENTAL LEVELS

EXPOSURE TO THE 4 LEVELS

ENCOURAGES RESPONSIBLE BEHAVIOUR

DEMOCRACY (HIGHEST LEVEL)DEVELOPS SELF-DISCIPLINE, DEMONSTRATES INITIATIVE, DISPLAYS RESPONSIBILITY, INTERNAL MOTIVATION DEMOCRACY AND REPONSIBILITY ARE INSEPERABLE,

COOPERATION/ CONFORMITYCONSIDERATE, COMPLIES, CONFORMS

TO PEER PRESSURE, EXTERNAL MOTIVATION

BOSSING / BULLYING

BOTHERS OTHERS, BULLIES OTHERS, BREAKS LAWS AND STANDARDS, MUST BE BOSSED

TO BEHAVE

ANARCHY (LOWEST LEVEL)

ABSENCE OF ORDER + AIMLESS AND CHAOTIC

BOSSING/BULLYING + ANARCHY LEVELS ARE

UNACCEPTABLE

COOPERATION/ CONFORMITY LEVEL REFERS TO EXPECTED

BEHAVIOURS

DEMOCRACY IS THE GOAL: TAKING THE INITIATIVE TO ACT

RESPONSIBLY

2 - CHECKING FOR UNDERSTANDING

(ASKING)

DISRUPTIONS ARE HANDLED BY CHECKING FOR

UNDERSTANDING

PURPOSE IF FOR THE STUDENT TO ACKNOWLEDGE CHOSEN BEHAVIOURAL

LEVEL

SELF-EVALUATING QUESTIONING STRATEGY ENCOURAGES STUDENTS TO REFLECT ON THEIR SELF-

CHOSEN BEHAVIOUR

“…THEY [STUDENTS] KNOW ALMOST INSTANTLY WHEN THEY NEED TO MAKE A BETTER CHOICE. THIS TAKES LESS TIME AWAY FROM INSTRUCTION AND KEEPS THE CLASSROOM CLIMATE STRESS-FREE AND POSITIVE .”

THIS APPROACH MUST SEPARATE THE PERSON FROM THE

BEHAVIOUR.

AFTERALL, EVERYONE HAS A NATURAL TENDENCY

TO DEFEND ONE`S OWN ACTIONS

3 - GUIDED CHOICES (ELICITING)

CONTINUED OR REPEATED DISRUPTIONS CAN BE HANDLED BY

GUIDED CHOICES

GIVE THE STUDENT A

RESPONSIBILITY-PRODUCING ASSIGNMENT

AS WITH CHECKING FOR UNDERSTANDING,

IN GUIDED CHOICES THE TEACHER ASKS RATHER THAN TELLS

AUTHORITY IS USED BUT WITHOUT BEING

PUNITIVE

MOST EFFECTIVE APPROACH IS TO ELICIT A CONSEQUENCE OR PROCEDURE TO REDIRECT FUTURE INAPPROPRIATE

BEHAVIOURS

STUDENT CLEARLY UNDERSTANDS TEACHER WANTS TO HELP STUDENTS

HELP THEMSELVES

SINCE PEOPLE GENERALLY DO NOT ARGUE WITH THEIR

OWN DECISIONS, AN ELICITED DECISION DOES NOT…

…ENGENDER THE USUAL NEGATIVE ADVERSARIAL AND

VICTIMHOOD REACTION AROUSED WHEN A DECISION IS IMPOSED

WHAT`S IT ALL ABOUT?

THE KEY TO EFFECTIVE CLASSROOM MANAGEMENT IS TEACHING AND

PRACTICING PROCEDURES

CLASS MANAGEMENT IS THE TEACHER´S

RESPONSIBILITY

DISCIPLINE HAS TO DO WITH BEHAVIOUR AND IS THE STUDENT´S

RESPONSIBILITY

DURING INAPPROPRIATE BEHAVIOUR, THE TEACHER ASKS

OR SUGGESTS…

…THAT THE DISRUPTIVE STUDENT REFLECT ON THE LEVEL OF CHOSEN

BEHAVIOUR