Ch+12+notes

Authoritative Input from ** MARVIN MARSHALL ** : // Raise Responsibility System // __ Fundamental Hypothesis of __//__ Raising Responsibility __// Desirable classroom behavior is best achieved by promoting responsibility—rather than obedience—and by articulating expectations and then empowering students to reach those expectations. Marvin Marshall is an international speaker and former teacher, counselor, and administrator at   all levels of public education. As an author, speaker, and staff developer, he now presents his program, // Discipline through Raising Responsibility //, at conferences, universities, businesses, and schools around the world. His suggestions about classroom discipline have appeared in   educational journals, his book entitled // Discipline Without Stress, Punishments, or Rewards: How // // Teachers and Parents Promote Responsibility & Learning // (2001), and his free monthly electronic newsletter entitled // Promoting Responsibility & Learning //, available via email at his home site, www.MarvinMarshall.com. Marshall’s other websites are www.AboutDiscipline.com and [|www.DisciplineWithoutStress.com]. Marshall’s approach to discipline is designed to raise responsibility so students do what is right and proper, regardless of personal temptations or outside influences. Marshall believes almost all students are inclined to behave responsibly, but need help to do so. He maintains that help is best provided by teaching students about levels of social development, having them reflect on their personal behavior, encouraging them to make responsible decisions, and helping them to know how to circumvent the oftentimes destructive influences of peer pressure. Teachers find Marshall’s approach appealing because it is easy to understand, teach, and apply. • The system calls for teachers to teach four levels of social development, check student understanding (ask), and provide guided choices (eliciting). • // Elicitation //, also referred to as ‘authority without punishment,’ brings misbehavior to an end and helps students develop a procedure for behaving appropriately. • Teachers should practice // positivity // (focusing on the upside of things), // choice // (offering   students options), and // reflection // (asking questions that prompt students to think about how    they are behaving) in their daily communication with students. • // Non-coercive influence // tactics must replace coercion. Students cannot be forced to learn or   behave responsibly, but they can be influenced to do so through non-coercive approaches. A   major non-coercive tactic involves posing questions that prompt students to reflect on their behavior. The primary question teachers ask students is, “ // At what level is that behavior // ?” Students answer with the appropriate level. The misbehavior usually ceases at this point. • // Internal motivation // comes from // within // a person, and is associated with the understanding of   what is expected and then taking the initiative to do what is felt to be the right thing. // External motivation //, where the prompt comes from // outside // the person, is in effect when the aim of one’s behavior is to gain approval or avoid discomfort. • // A hierarchy of social behavior // is used to facilitate the reflective process //. // The hierarchy consists of four levels: Level A // Anarchy //, Level B // Bossing/Bullying/ Bothering // , Level C  // Cooperation/Conformity // , and Level D // Democracy and taking the initiative to do the right // // thing. // Students must understand the hierarchy and what the levels mean before reflective questioning can be used effectively. The // Raise Responsibility System // is designed to help students function at Level D, which relies on internal motivation. • Students functioning at Level D take initiative to do what is right and proper—they behave responsibly—without having to be told to do so. Students are motivated to make good decisions about their personal behavior, regardless of circumstances, personal urges, or   influence from others. • // Guided choice //, that // asks // rather than // tells // , is designed to stop the disruption, provide students with a responsibility-producing activity to encourage self-reflection, and allow the teacher to   return promptly to the lesson. It also reduces confrontation, minimizes stress, and helps preserve student dignity. • // Reflective thinking // is necessary for behavior to be changed. When students reflect on their inappropriate behavior, they immediately see how they could behave better. They begin to   want to behave properly because they recognize the benefits of doing so, for themselves and the class. • // Self-diagnostic referrals // help students better understand their chosen inappropriate behavior because they are asked to identify the problem, explain why the level of behavior is not acceptable, and propose positive solutions. • In relatively rare cases, when students continue to misbehave after identifying the level of   behavior, a consequence or procedure is // elicited // from the student—that is, the student is    asked to suggest a consequence as well as a plan for redirecting the inappropriate behavior. This approach contrasts sharply from the usual coercive approach of // imposing // a “logical consequence” or punishment. • Undesirable behavior is considered separately from students as persons. Students feel no   need to be defensive about their behavior because reference is made to levels of behavior rather than to the student or the behavior itself. • A number of specific teaching strategies can be used to improve the likelihood that students will conduct themselves responsibly. Those strategies can be used easily as a normal part of   teaching. Nothing complicated or elaborate is required.
 * Chapter 12 Discipline through Raising Student Responsibility **
 * Main Ideas **

__ APPRAISAL OF THE MODEL __
Marshall’s // Raise Responsibility System // is easy to teach, apply, and live by. Teachers find the approach appealing because it makes sense, rings true, and is easy to understand and apply. It   focuses on developing responsibility, a quality that remains useful throughout life. It removes the stress that students and teachers normally experience in discipline by helping students conduct themselves in a socially and personally responsible manner. Marshall’s approach leads to   desirable classroom and life behavior for students at all grade levels. Some challenges to Marshall’s approach come from teachers and caregivers who object to the terms ‘anarchy’ and ‘bullying’ used in Marshall’s hierarchy of social behavior. The approach asks teachers and students to focus on internal rather than external motivators, and for teachers to   guide students to responsible self-diagnosis of their behavior. Some teachers are reluctant to   change their thinking in order to do so. **__ Fundamental Hypothesis of __****//__ Raising Responsibility __//** Desirable classroom behavior is best achieved by promoting responsibility—rather than obedience—and by articulating expectations and then empowering students to reach those expectations. ������ A discipline system based on internal motivation and student responsibility. ������ A hierarchy of social behavior that promotes responsibility. ������ A discipline system that is easy to use and largely stress-free. • A system that is easy to teach, apply, and live by. Teachers and students reflect on a   clear social hierarchy that leads to desirable classroom and life behavior. • It promotes student responsibility, a quality that remains useful throughout life. • It separates undesirable behavior from the student. • It removes the stress that students and teachers normally experience in discipline by helping students conduct themselves in a socially and personally responsible manner. • Online support includes a monthly newsletter and advice for teachers. • Some teachers and parents object to the terms ‘anarchy’ and ‘bullying’ used in   Marshall’s hierarchy of social behavior • Asks teachers and students to focus on internal, rather than external motivators. • Asks teachers to guide students to responsible self-diagnosis of their behavior. ** Marshall’s ****// Raise Responsibility System //** • Promotes responsibility, not obedience. • Relies on internal motivation rather than external motivation. • Is proactive rather than reactive. • Is noncoercive rather than coercive. • Empowers rather than overpowers. • Is positive, not negative. • Is reflective, not impulsive. • Establishes positivity, choice, and reflection as life-long practices. Douglas McGregor, 1960, contrasts views of how to manage workers: **// Theory X: //** People dislike work, try to avoid it, and must be directed, coerced, controlled, and threatened with punishment to do their work. **// Theory Y: //** People will work gladly if their tasks bring satisfaction, and will exercise selfdirection, self-control, and personal responsibility in doing so. ** Marshall’s ****// Raise Responsibility System //**** is based on Theory Y. ** ** Teachers’ communications with students ** : • // Positivity // —an emotion of optimism focusing on the upside of things. Unfortunately, students often see teachers and schools in a negative light. They see teachers acting as enforcers of rules that promote obedience, rather than encouragers, mentors, and role models. Teachers should strive for the positive in outlook and ways of speaking, and encourage students to do the same thing. • // Choice // —empowers students by offering them options. Choice-response thinking is taught to redirect impulsive behavior so students are not victims of their own impulses. • // Reflection // —necessary for behavior changes to occur. It is a process of thinking about one’s own behavior and judging the effectiveness of what one does. We can control others by   imposing some activity or consequences, // but we cannot // change people’s attitudes or    motivations—how they think, want to behave, or will behave after our presence is no longer felt. The most effective way to make change in others is by asking reflective questions **. **  This is the lowest level of social behavior; it is unacceptable. • Students pay no regard to expectations or standards. • Students have no sense of order or purpose, and they seldom accomplish anything worthwhile. This is an unacceptable level of social behavior. • Students boss, bully, or bother others without consideration of the harmful effects of their actions. • Students obey the teacher or other students only when the teacher or classmates demonstrate more strength of authority. This is an acceptable level of social behavior in the classroom. It is behaving acceptably because of peer pressure or teacher directions, rewards, or punishments. • Students conform to expectations set by others, and are willing to cooperate with the teacher and classmates. • Students rely on // external // motivation coming from others, rather than from their personal beliefs about what is proper. This is the highest level of social behavior. It is being responsible without being asked, told, rewarded, or punished. • Students behave responsibility, and therefore do what is proper, without being told to do so. • Because of // internal // motivation, students are responsible without being asked, told, rewarded, or punished. • They take initiative to do what is right and proper because they believe it is best for the class, the school, and themselves. • Self-discipline is a natural outcome of accepting responsibility. • Enables teachers to separate the act from the actor, the deed from the doer. • Helps students realize they constantly are making choices, both consciously and unconsciously. • Helps students understand and deal with peer pressure. • Fosters an understanding of internal and external motivation, and promotes internal motivation to behave responsibly. • Promotes good character development without calling attention to personal values, ethics, or   morals. • Communicates the same conceptual vocabulary to youths and adults. • Raises awareness of individual responsibility. • Empowers students by helping them analyze and correct their own behavior. • Encourages mature decision-making. • Promotes self-management and doing the right thing. // Internal motivation // —comes from // within // a person. Internal motivation includes what students need, like, enjoy, find fascinating, are curious about, and so forth. // External motivation // —where the prompt comes from // outside // the person, and is in effect when the aim of one’s behavior is to gain approval or avoid discomfort. External motivation includes what teachers do to try to make students behave in certain ways, such as reward, praise, demand, threaten, criticize. ** 25 Tactics— ** Suggestions to help students rely more on Internal Motivation, and to stimulate students to behave responsibly: 1. Think and speak with positivity. 2. Use the power of choice for responses and attitudes to situations, events, impulses, and urges. 3. Emphasize the reflective process by having students ask questions such as “Why?” and “How?” about their chosen behavior. 4. Control the conversation, but not the behavior, by asking questions. 5. Create curiosity. 6. Create desire to know. 7. Use acknowledgment and recognition. 8. Encourage students. 9. Use collaboration. 10. Get yourself excited. 11. Foster interpersonal relationships. 12. Use variety. 13. Stress responsibility rather than rules. 14. See situations as challenges, not problems, 15. Use listening to influence others, and ask reflective questions rather lectures. 16. Be careful about challenging students’ ideas. 17. Avoid telling students what to do. 18. Raise your likeability level. 19. Empower by building on successes. 20. Nurture students’ brain. 21. Emphasize the four classical virtues of // prudence // (making proper choices without doing   anything too rash), // temperance // (remaining moderate in all things), // fortitude // (showing    courage in pursuit of the right path, despite the risks, with strength of conviction), and // justice // (ensuring fair outcomes, based on honesty). 22. Tutor a few students every day. 23. Hold frequent classroom meetings. 24. Resolve conflict in a constructivist manner. 25. Establish trust. • // Step 1. Use an unobtrusive tactic //. Teachers use facial expression, eye contact, hand signal, moving near student, changing voice tone, thanking students for working, saying “excuse me,” or asking students for help. • // Step 2. Check for understanding. // Teachers ask the student, “On what level is that behavior?” (This question separates the student from the behavior.) • // Step 3. Use guided choice //. When teachers // ask //, not tell, they reduce confrontation, minimize stress, and help preserve student dignity. Guided choice does three things: • Stops the disruption • Provides student a responsibility-producing activity to encourage self-reflection • Allows teacher to return promptly to the lesson • // Step 4. Make a self-diagnostic referral //. Students prepare a self-diagnosis where they: • describe the problem and the behavior that led to writing the self-diagnostic form • identify the behavior level • explain why the current behavior level is unacceptable • identify on what level a person should act in order to be socially responsible • list three solutions that would help the student act more responsibly. • // Step 5. Give an additional self-diagnostic referral // if student continues to bother other students. Teacher then mails copies of both referrals to student’s parents or guardians, together with a brief note explaining the problem. • // Step 6. Give a final self-diagnostic referral. // Teacher mails this along with copies of the first two referrals and both notes to parents or guardians. The final note indicates to caregivers that the teacher has exhausted all positive means of fostering social responsibility and will refer future disruptions to the administrator. ** To initiate the ****// Raise Responsibility System //**** in the classroom ** • First, decide how you will teach the four levels so students understand how they apply in the classroom. • Second, explain the system to your administrator for approval. • Third, teach procedures with hands-on activities and scenarios—students share examples of   the four levels in the classroom, the school, and their personal lives—rather than relying on    rules. • Fourth, post the hierarchy, along with examples, on your classroom Internet site so caregivers and students can refer to it.
 * Marshall’s Contributions to Classroom Discipline **
 * Strengths of Marshall’s Work Challenges of Marshall’s Work **
 * Theory X and Theory Y.  **
 * The Hierarchy of Social Behavior **
 * Level A Anarchy **
 * Level B Bossing/Bullying/Bothering **
 * Level C Cooperation/Conformity **
 * Level D Democracy and taking initiative to do the right thing **
 * Values of the Hierarchy of Social Behavior **
 * Motivation **
 * How to Intervene When Misbehavior Occurs **