Discipline for Smart People    

QUESTION:

I have recently been researching your discipline system and it sounds pretty impressive. I was looking for studies that prove your system works, but unfortunately I have found none. The only thing I can find is testimonies from teachers posted on your web site. Would you be able to tell me where I can find some other sources that prove your system works (if there are any). Thank you.

RESPONSE:

Testimonials themselves are validations that the system works. See a variety of them at testimonials.

The increasing number of subscribers to the monthly discipline and learning newsletter (now at over 15,000), the increasing number of mailring subscribers at http://groups.yahoo.com/group/DisciplineWithoutStress, and the increasing book sales (50,000) give indication that something must be working.

The first question that needs to be addressed is whether or not what I advocate is being implemented. If the practices below are not implemented (in a classroom or school), the assessment would not be valid.

CLASSROOM MANAGEMENT:
1. Teaching procedures, practicing them, and then reinforcing them.  In other words, does the teacher practice good classroom management—or are rules and assuming students know how and what to do the prime sources of reliance?

THREE PRINCIPLES TO PRACTICE
2. Does the teacher communicate in POSITIVE terms to encourage students—or are the communications forthcoming in a way that immediately prompts negative feelings and becomes counterproductive to success?
3. Does the teacher always give the student CHOICES—preferably three?
4. Does the teacher ask questions that prompt REFLECTION and self-evaluation?

RAISE RESPONSIBILITY SYSTEM (Teaching, Asking, Eliciting)
5. Have the students learned the ABCD levels of social development? (TEACHING)
6. Has the teacher prompted reflection in a NONCOERCIVE manner to have students identify the level of chosen behavior using the ABCD hierarchy? (ASKING)
7. If disruptions continue, did the teacher ELICIT a procedure or consequence to assist in redirecting future impulsive behaviors—or does the teacher impose punishment, which immediately engenders adversarial relationships?

MOTIVATION FOR LEARNING
8. Does the teacher use the hierarchy to promote a  DESIRE to have students put forth effort for learning?

The biggest challenges facing teachers today are: (1) motivating students to learn and (2) keeping classroom discipline.

I guarantee that these two areas are most effectively accomplished by following what is described above, implementing ALL phases of the Discipline Without Stress Teaching Model.

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Posted In: Discipline without Stress On: October 31, 2008: 7:55 am: By Marvin Marshall

Practicing something new may be simple—but often not easy. The reason is that any change feels different and, therefore, a little uncomfortable. We usually do those things which feel comfortable, rather than uncomfortable.

We know that practice makes perfect—assuming the practice is practiced correctly, and we know that visualizations assist in increasing effectiveness. However, a third approach complements both practice and visualization for even greater effectiveness. I am referring to incantations that engage not only your physiology and neurology but also engage your feelings.

For example, assume you are in the habit of TELLING your child (student, spouse, employee) what to do. You would like to start posing reflective questions so that ownership will belong to the other person you want to influence. To assist you in forming and using the new habit of ASKING, you will find yourself more effective and comfortable in achieving your objective if you first articulate it out loud to yourself and rehearse it by moving your arms in an outstretched, open gesture—smiling as you ask and hearing yourself asking instead of telling. Engaging your mind, mouth, tongue, vocal chords, body, and emotions more effectively activates new neural connections.

Remember that consistency empowers. Use the incantation regularly for self-discipline until it becomes your default approach, which automatically becomes more comfortable.

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Posted In: Increasing Effectiveness On: October 29, 2008: 8:27 am: By Marvin Marshall

Acknowledgments encourage and motivate. They serve to give recognition without the disadvantages to giving praise. Praise has a price. It implies a lack of acceptance and worth when the youth does not behave as the adult wishes. Using a phrase which starts with, “I like . . .” encourages a young person to behave IN ORDER TO PLEASE THE ADULT (LEVEL  C). By contrast, acknowledgments affirm while fostering self-satisfaction and self-discipline for future LEVEL D motivation in the Hierarchy of Social Development.

Notice the difference in the following examples: “I am so pleased with the way you treated your brother,” versus “You treated your brother with real consideration.” “I like the way you are working,” versus “Your working shows good effort.” “I’m so proud of you for your grades,” versus “Your grades show you are doing well.”

Two characteristics usually determine whether the comment is one of praise or one of acknowledgment. The first is that praise often starts with a reference to oneself: “I am so proud of you for . . . .” or “I like the way . . . .” The second is that praise is patronizing. If you would not make the comment to an adult, then think twice before making it to a youth—unless you want to promote obedience rather than responsibility.

The point is not that praise should never be used but that an acknowledgment engenders more positive feelings than praise and, therefore, is a more effective motivator for influencing future behavior.

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Posted In: Promoting Responsibility On: October 28, 2008: 9:36 am: By Marvin Marshall

My speaking at a private school and at two teacher training universities in Beijing and Kunming, China was as culturally informative as my previous presentations in Japan, Korea, and Malaysia.

The mix of an emerging capitalistic economic system with a communist political system challenges traditional thinking. As a former teacher of comparative religions, I was also interested in the practices of Buddhism, Confucianism, and Doaism/Toasim. All three originated as philosophies to practice but are now observed as religions. Many temples have statues devoted to all three founders (Siddhartha Gautama, Confucius, and Lao Zi, respectively) side by side, and it is not uncommon to see all three religions practiced by the same person.

Two factoids may be of interest to Westerners. Chinese temples and other buildings have a step or stair at their entrances. This emanates from the belief that “evil spirits” cannot climb or walk up stairs, and a reason that buildings have curled up corners on their rooftops is to reflect “evil spirits” off and away.

The People’s Republic of China is the world’s most populist nation with 1.2 billion people and more than 50 ethnic groups. About 80 percent live in rural areas. Mandarin is the official dialect—but with many others spoken, such as Cantonese in Hong Kong. Although the written language is universal throughout the country, the spoken language is “tonal.” Meanings are conveyed by voice inflection, so people in different parts of the country have a challenging time conversing. English is taught as a second language.

Chinese education emphasizes
- learning to know
- learning to do
- learning to live together
- learning to be
Decorum, politeness, and hygiene are emphasized.

The Chinese government is making a concerted attempt to upgrade and improve both its teacher training universities and public schools. A major problem is that, after being exposed to urban life during college training, very few graduates want to return to their rural roots.

On a personal note, during dinner with the Beijing publisher of my book, I learned that in only five months the book had become their second best seller. The Chinese translation of 8000 copies of the book is now in its second printing.

I presume that the Raise Responsibility System complements Chinese society because the hierarchy explains the necessity of level C (following expectations for a civil society), yet has level D as a higher motivational level. Level D indicates the DESIRE to do what is expected—rather than to fit in order to please others.

The following communication may be of interest:

I’m Chinese. I’m a teacher of English in a key school in Beijing, China. Besides teaching English, I’m also the home teacher of a class. It has always been a headache to keep the class in a good order every day before I used your social development hierarchy. After studying the hierarchy, my students have changed a lot. They are eager to reach Level D. They evaluate their behavior every day. Even the naughtiest boy in class is now trying his best to make progress. Although there are still some problems with students, I can see hope now. I know they are making a  great effort to improve themselves. Being a home teacher is not so hard as before. Thank you for your great idea, which has brought happiness to my teaching career.

Linda Nan Lee
Beijing No.80 Middle School

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Posted In: Discipline without Stress On: October 27, 2008: 10:19 am: By Marvin Marshall

QUESTION:

I love what I have read so far on the websites and have ordered the book. My question is about the levels. Has there been any thought given to structuring the levels in the reverse order so that A is the highest level. I’m struggling a little with the students seeing that level D is higher than level A. It seems odd to strive for A work and D behavior in the school system.

I thought of A-actualization, B- beneficial, C-coercion D- Disorder.

Thanks for a great website! I look forward to reading the book.

RESPONSE:

Your concern is a natural one. It is the most common challenge for any adult first using the system. But it’s just NOT a problem for students. Many teachers have shared their experience on the mailring indicating the validity of this statement, viz., “This is not a problem for students.”

The structure and advantage of the hierarchy is that it prompts and challenges people—regardless of age—to achieve at the highest level.

A simple way to make it clear is to put it in context—since any meaning is always within a specific context. When do you use “to,” “two,” or “too”? It depends on the context. Once this is explained to students, they have no problem realizing that although A,B,C,D may be associated with grades, these same letter grades have nothing to do with a hieararchy of social development.

Experience has shown that no other terminology has been nearly so successful in having students understand the differences between EXternal motivation (LEVEL C) and INternal motivation (LEVEL D). It is also important to remember that both LEVEL C and LEVEL D are acceptable. All procedures—the key to effective classroom management—are on LEVEL C. Society’s expectations for a civil society also fall in this level.

A prime difference between the levels is that LEVEL C indicates EXternal motivation. It refers to cooperation and following expectations and procedures with younger students; with older students it refers to “caution”—as on a flashing yellow traffic signal. This understanding is especially important for teenagers striving to be accepted and liked by a peer group when the behavior about to be undertaken is not a responsible one—either socially or personally.

Anarchy (without rule) is the lowest level of social development. In such situations, someone starts to make the rules and often becomes bossy or starts bullying others.

One reason that “bullying” is used is to give students the awareness of calling attention to such behavior.

LEVEL D is so labled because democracy and responsibility are inseparable. As former president John F. Kennedy wrote in his Pulitzer Prize winning book, “Profiles in Courage”: “For, in a democracy, every citizen, regardless of his interest in politics, ‘holds office’; every one of us is in a position of responsibility.” (p. 255)

For a better understanding of the levels and how to use them, please see significant points.

Thanks for your interest. You will enjoy the book.

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Posted In: Discipline without Stress On: October 24, 2008: 7:30 am: By Marvin Marshall

In my presentation at the National Council for Teachers of Mathematics (NCTM) conference, I shared the “The Hierarchy as it relates to MATHEMATICS” to promote learning in that area.

The procedure of having students paint verbal pictures of the level chosen BEFORE engaging in any subject area and then their reflecting on the level acted on AFTER the activity prompts and challenges—two natural motivators.

Here is the Hierarchy of Social Development as it relates to math:

Level D (INTERNAL motivation to learn)
• Displays a desire to learn
• Stays focused during math lessons
• Willingly practices to improve math skills
• Practices without the necessity of adult supervision
• Completes assignments because it is in one’s self-interest

Level C (Relies on EXTERNAL motivation to prompt effort)
• Practices when an adult is nearby
• Applies effort mainly to impress or satisfy others
• Fulfills the assignment primarily to get a good grade

Levels B/A
• Spends little if any effort to learn
• Distracts others by taking them off task

For examples of other subjects, see hierarchies.

To fully understand how to use the hierarchy to promote learning see significant points.

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Posted In: Promoting Learning On: October 23, 2008: 7:30 am: By Marvin Marshall

When you hear someone communicating negativity, imagine being surrounded by a Pyrex glass shield. It rebuffs all negativity—allowing only positivity to flow through. You will find that you can continue to converse and stay involved with those around you, but you won’t be affected by their negativity.

As silly as this sounds, it works.

To slightly rephrase how the poet, Anonymous, put it:

— — —

People may be illogical and self-centered.
Treat them with positivity anyway.

If you do good, people may accuse you of selfish, ulterior motives.
Do positive things anyway.

The good you do today may be forgotten tomorrow.
Do good anyway.

Honesty may make you vulnerable.
Be honest anyway.

People favor top dogs.
Fight for some underdogs anyway.

What you spend years building may be destroyed overnight.
Build anyway.

People really need help but may attack you if you help them.
Help then anyway.

Give the world the best you have, and you may get kicked for it.
Give the best you’ve got anyway.

Remember that “getters” don’t get;
givers get.

— — —

Let only positivity flow out.
The Pyrex shield will protect you.

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Posted In: Improving Relationships On: October 22, 2008: 1:59 pm: By Marvin Marshall

How are you multiplying your effect on others? Take the practice of positivity, for example.

Are you making it a practice to self-talk in positive ways—attempting to make any lemon into lemonade?

With friends talking about others, are you focusing on good traits of others—rather than focusing on negative ones?

When conversing with parents, are you helping them redirect negative, coercive thoughts by prompting them to reflect?

With your children, do you communicate in ways so that they perceive conversations in a noncoercive, encouraging manner?

With fellow employees, are you acknowledging their contributions?

You can extend your effectiveness by practicing positivity in as many situations as you can find.

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Posted In: Increasing Effectiveness On: October 17, 2008: 12:40 pm: By Marvin Marshall

A post from the mailring:

Although I have been using the Raise Responsibility System in my small group setting, I had never presented it to an entire class before. I am co-teaching (inclusion style) in a fourth grade class and have been frustrated with the students’ level of behavior. I finally decided that we needed to take the time to present the RRSystem levels so that off-track behavior could be more quickly handled.

I began by reminding the students of their study in third grade of the life cycle of a butterfly. They recalled that there were four stages of development in the life cycle of a butterfly: egg, caterpillar, pupa, and butterfly. We talked about how all butterflies are in some stage of this process, but they have no control over their movement through this process.

We then moved on to comparing the butterfly’s life cycle to that of the human’s. We decided that humans go through four basic stages as well. We called them: baby/infant, child/youth, adolescence/teen, and adult/grown-up. Again we agreed that humans had little control over the stage of physical development in which they found themselves.

Then we began to look at the four stages of social development in which one human and/or a society could operate. We talked about what a human and a society in anarchy would look like and how such a situation was so hopeless. Then we talked about what would likely occur to remedy the problems of an anarchy-based society. We decided that someone would rise up and take control of the situation (thereby becoming a boss) and that this may or may not be a good thing. We looked at countries around the world where we thought this might have happened.

Next we moved on to looking at the level of control or power in a group of friends. We decided that a group of friends works together to share control based on what they agree is their mission and that oftentimes this mission and the group control is not ever discussed; it is more or less just understood among the group members. From here a discussion of blind conformity developed and how this type of cooperation is not necessarily good. We went on to look at how being considerate of others and cooperating for the right reasons resulted in a democratic society like the United States.

We decided that doing what is right because we know it is the best thing to do is a much higher level of development than doing what is right as a result of peer pressure. Finally, we talked about how we had more control over our stage of social development than we did over our stage of physical development. THE THOUGHT OF BEING IN CONTROL OVER SOMETHING ABOUT THEMSELVES seemed to heighten their interest in the RRSystem.

I know that we will have to revisit the levels in other ways as follow up. Then we’ll just see if their regular classroom teacher and I can carry the enthusiasm over to the effective use of the other components of the system.

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Posted In: Promoting Responsibility On: October 15, 2008: 12:48 pm: By Marvin Marshall

I had the pleasure of speaking at the 50th anniversary of Phi Delta Kappa’s chapter at Southern Illinois University at Carbondale. Phi Delta Kappa is an international association devoted to leadership, service, and research in support of public education. The association publishes the PHI DELTA KAPPAN, the most widely quoted journal in education. In-depth, well-worth reading articles are its specialty.

Dr. Doug Bedient, Phi Delta Kappa International president in the mid 1990’s was my host. At his invitation, I spent two days with faculty members interviewing prospective teachers. They shared their portfolios addressing the State of Illinois 11 Professional Teaching Standards. The experience was truly inspiring. It was a pleasure to witness the proficiency and competence of those soon to join the education profession.

I also had the pleasure of addressing students who are using the book as their text. The coordinator of their “methods” courses, introduced me with the comment that “Discipline without Stress, Punishments, or Rewards” was chosen as the text because it does not rely on punitive or manipulative approaches.

Southern Illinois University at Carbondale is one of the increasing numbers of schools of education who are using the book as a college text.

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Posted In: Promoting Learning On: October 14, 2008: 8:27 am: By Marvin Marshall