Discipline for Smart People    

One of the things to emphasize in working in the area of discipline is to make heavy use of positive images to influence behavior. This technique is powerful and especially useful for young people who have neurological-based behavior (NBB) challenges.

The body, mind, and emotions are fully integrated. Feelings, learning, and physical behavior all work in conjunction with each other and are inseparable. A change in behavior is as much emotion based as it is cognition based—that is, it has as much to do with feelings as with knowledge. The human mind thinks not so much through the use of simple language but through the heavy use of pictures, images, and visions.

One of the best ways to influence behavior for the better is to empower by painting positive images. We should make use of positive pictures of what responsible people do, as opposed to images of punishment for irresponsible behavior.

Since people are prompted to act by their visions and since people do better when they feel better, success is enhanced when the vision of what you want is prompted, rather than the vision of an imposed consequence.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Discipline without Stress On: January 31, 2008: 8:44 am: By Marvin Marshall

In order to significantly improve relationships, focus on UNDERSTANDING the other person, rather than attempting to influence that person. You will find that agreement is often achieved more quickly with this approach.

Rather than assuming you know the reasoning behind another person’s viewpoint, ask for an explanation. Using this process, the person articulates the reasoning, and you many find that the person’s reasoning is well-worth considering. You may receive an insight about the other person which will assist you in your discussions and understanding of that person.

Having the other person feel and believe that his/her reasoning is recognized—not necessarily agreed with—can have a dramatic influence on changing opinion.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Improving Relationships On: January 30, 2008: 2:52 pm: By Marvin Marshall

Many educators confuse “classroom management” with “discipline.”

A clear understanding of the the difference assists in teachers’ becoming more effective and efficient in each category. To help clarify, the following major link,”Classroom Management,” has been added to www.MarvinMarshall.com.

Description of the FOUR MAJOR subgroups is at Important Links.

The first link describes the essentials of curriculum, instruction, classroom management, and discipline. Understanding the differences between the four areas can pinpoint the cause of problems. The explanations are at Curriculum, Instruction, Classroom Management, and Discipline.

Rules are meant to control, not inspire. Rules are necessary in games, but between people they immediately create an adversarial relationship. Click on this link to see a much more effective approach for promoting responsible behavior.

Procedures are the key to successful classroom management. This link offers many examples.

Attention Management offers a simple visual and a procedure for quickly obtaining students’ attention.

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Posted In: Promoting Learning On: January 29, 2008: 9:31 am: By Marvin Marshall

Benjamin Franklin understood that the art of persuasion was to induce the person to influence himself. He knew that persuading others to his point of view took patience and endurance, attributes of self-discipline. He assumed that people are often won over slowly, often indirectly. He believed that if you don’t win the bargain today, go after it again tomorrow—and the next day.

Here are some of Franklin’s strategies of persuasion and bargaining:

1. Be clear in your own mind about exactly what you are after.

2. Do your homework so that you are fully prepared to discuss every aspect and respond to every question and comment.

3. Be persistent. Don’t expect to “win” the first time. The first objective should be simply to start the other person thinking.

4. Make friends with the person with whom you are bargaining. Put your bargain in terms of the other person’s desires, advantages, and benefits.

5. Keep your sense of humor.

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Posted In: Increasing Effectiveness On: : 9:00 am: By Marvin Marshall

I often come across articles about how an incompletely developed brain accounts for poor self-discipline, irresponsible behavior, and emotional problems of teenagers. It is true that teenagers, by virtue of their hormonal changes, are prone to be emotionally volatile, unpredictable, self-absorbed, and hypersensitive. However, the IMMATURE BRAIN that supposedly causes teen problems is nothing less than a myth. Most of the brain changes that are observed during the teen years lie on a continuum of changes that takes place over much of our lives.

In addition, some of these myths are based on studies of brain activity of teens as compared to adults. But snapshots of brain activities have nothing to do with causation. A person’s emotions, such as stress, continuously change brain physiology and development, as does diet, exercise, and studying—virtually all activities, let alone cultural influences. There is clear evidence that any unique feature that may exist in the brains of teens is the RESULT of social influences, rather than the CAUSE of teen turmoil.

The teen brain fits conveniently into a larger myth, namely, that teens are inherently incompetent and irresponsible. But teens in many cultures experience no turmoil whatsoever. I have seen teens act in exemplary ways—as have many adults. Perhaps one reason is that those who are successful think of young people as BECOMING ADULTS BUT ARE JUST YOUNGER. When we treat teens as we treat adults, they almost immediately rise to the challenge.

Throughout most of recorded human history the teen years were a transition to adulthood. Teens were not trying to break away from adults; rather, they were learning to BECOME adults.

To read a short experience of how teenagers—with all their hormonal changes and challenges—can still act responsibly, see parenting.

More ideas on this topic are also available at http://www.marvinmarshall.com.

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Posted In: Promoting Responsibility On: January 25, 2008: 8:58 am: By Marvin Marshall

Among the recommendations by the Commission on No Child Left Behind, a blue-ribbon panel assembled by the Aspen Institute (a non-partisan think tank), is a call to assess teachers “by their effectiveness in raising student achievement.” Under the proposal a student’s achievement would count for no less than half of a teacher’s score.

Teachers would have to remain above the bottom 25% of teachers in their state to remain in good standing. These teachers would have seven years to move out of the bottom quarter. After two years, they would have to get training, and after three, the principal would have to write a letter notifying parents that their children’s teacher is struggling to meet “highly qualified and effective” criteria.

My comments:

–Using standardized tests for teacher (let alone student) evaluation is an invalid use of such instruments.

–Since parents are the first teachers, how are they to be accountable?

–Social and economic factors correlate more than any other factors with academic achievement. The three highest correlations are: (1) per pupil school expenditures, (2) family income, and (3) level of parental schooling. Although correlation does not mean cause and effect (a common misconception), the fact remains that these factors have a significant impact on student motivation and effort put forth to achieve in school.

–Can you imagine a principal informing parents that their teacher is lacking in skills? (Does the increasing turnover of teachers in urban schools need another boost?)

Dr. John Goodlad, one of the nation’s recognized author’s and leaders in school reform, stated at a conference of Phi Delta Kappa International, “Academic test scores do not correlate with any of the virtues to which our democracy aspires. None!”

He continued, “Good education provides a sense of community, personal identity, inner strength, purpose, meaning, and belonging.” These are the same characteristics fostered in
Discipline without Stress® Punishments or Rewards.

Great leaders have understood the wisdom that education without values is not only worthless but can be counterproductive. One need look no further than the Nazi regime—certainly one of the most educated societies in engineering, science, and the arts—to understand the necessity of teaching right from wrong.

Character education is the cornerstone of a democratic society. Promoting this and other values that foster good citizenship is significantly more important than being compared and evaluated using
standardized achievement tests.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Promoting Learning On: January 24, 2008: 10:17 am: By Marvin Marshall

Rules are meant to control, not to inspire.

Rules are necessary in games.

Between people, however, rules result in adversarial relationships because rules require enforcement. In addition, rules are often stated in negative terms and imply an imposed consequence if not followed.

With young people, rules place the adult in the position of an enforcer—a cop wearing a blue uniform with copper buttons, rather than of a teacher, coach, mentor, facilitator of learning, or educator.

Enforcing rules can result in power struggles that rarely result in win-win situations or good relationships.

Upon analysis, you will see that rules are either procedures or expectations. Rather than relying on rules, therefore, you will be much more effective if you teach procedures, which is the essence of good classroom management.

Rules are “left-hemisphere” oriented. They work with people who are orderly and structured. “Right-hemisphere” dominant students act randomly and spontaneously. Teaching procedures—rather than relying on rules—is significantly more effective with this type of student.

Therefore, instead of posting Rules that focus on obedience, consider posting Responsibilities that empower and elevate.

Responsibilities:
HAVE MY MATERIALS
BE WHERE I BELONG
FOLLOW DIRECTIONS
DO MY ASSIGNMENTS
BE KIND TO OTHERS

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Discipline without Stress On: January 18, 2008: 8:57 am: By Marvin Marshall

Little children come to school filled with curiosity. They are endlessly asking “why?” questions in an attempt to find meaning and make connections. Somewhere around grade four they stop asking, “Why?” and begin to ask, “Will this be on the test?”

These two questions—more than any other observation that could be made—indicate the change in learning. The “Why?” question is an internally motivated curiosity question; the “Will this be on the test?” is a conformity question to the system.

It is essential for a civil society to follow ordinances and laws and conform to societal expectations. It is a necessary part of the culture. However, in order for a DEMOCRATIC society to flourish, the VALUES OF THE CULTURE must be where its citizens take responsibility because they WANT to be civil. This is in contrast to civility being imposed—as is the case in many authoritarian countries around the world.

Although societal conformity is necessary, having young people understand the levels of personal and social development assists in developing internal motivation. See the levels of social development. Understanding the differences between levels C and D in particular assists in understanding what is needed in a democratic society AND addresses the “Why?” question.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Promoting Learning On: January 17, 2008: 9:41 am: By Marvin Marshall

An article in the January 11, 2008 issue of the Los Angeles Times indicates that research suggests long days and heavy workloads can affect an instructor’s ability to discipline and manage a classroom. The headline of the article is, “Teachers’ stress linked to preschool expulsions.”

The article was well written. However, the research suggests only the obvious. It does not deal with the prime reason for the expulsions and stress of teachers or the stress of the youngsters.

Anyone, and that includes very young people, behave for a purpose. That purpose is either related to something the person wants or something the person wants to avoid. Simply stated, the young people who were expelled were operating in a manner to “fix” a frustration. That means that how the teachers reacted to inappropriate behavior alleviated or removed the problem for the teacher—but not for the student.

Please see my post at my article for a more effective way of dealing with discipline and behavior problems.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Discipline without Stress On: January 16, 2008: 9:22 am: By Marvin Marshall

It’s so easy to embrace the negative.

In my seminars I pose the following situation: Suppose your supervisor asks you to stop by the office before leaving for the day.

I then ask people to respond by a raise of hands as to how many immediately engage in negative self-talk, e.g., “What did I do wrong?” The raised hands are unanimous.

But the negative assumption doesn’t have to be created. Consciously or not, this negative self-talk is our own imposition. Compartmentalize it. The supervisor may have a positive communication. Since the subject of the conversation is unknown at the time, a wrong assumption may prompt undue stress.

As an elementary, middle, and high school principal, I engaged in a self-argument: Should I inform the teacher ahead of time when I am going to make an evaluation visit, or should I just stop in unannounced and save the teacher the usual negative anxiety?

I finally decided to use the universal and enduring principal of good relationships: I gave teachers the choice of which they preferred—letting them know when I would be stopping in for an evaluation visit or visiting them without letting them know ahead of time.

Anxiety come from is self-talk, but so does optimism. When I was a classroom teacher and my principal paid me an evaluation visit, my self-talk became, “I have an opportunity here.” How I felt was preceded by what I said to myself. Feelings are the result of what we say to ourselves. Since I always like to feel good, I have made a habit of talking to myself with positivity, thereby avoiding the negative self-talk that often follows uncertainty.

More ideas on this topic are available at http://www.marvinmarshall.com.

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Posted In: Improving Relationships On: January 15, 2008: 8:38 am: By Marvin Marshall