Discipline Without Stress " Collaboration is more effective than domination“ Dr. Marvin Marshall.
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Transcript of Discipline Without Stress " Collaboration is more effective than domination“ Dr. Marvin Marshall.
Discipline Without Stress
MARVIN MARSHALL
"Collaboration is more effective than domination“
Dr. Marvin Marshall
Marvin Marshall is a leading expert in the areas of behavior, teaching, learning, and motivation. He is the author of the landmark book Discipline without Stress® Punishments or Rewards: How Teachers and Parents Promote
Responsibility & Learning. His approach is amazingly successful in reducing both misbehavior, and apathy toward learning in young people of all ages.
He has been a classroom teacher at all levels in urban and suburban schools; a counselor holding certification with the William Glasser Institute; an elementary principal, middle school and high school assistant principal; and district director of education.
He is a keynote speaker and has been a distinguished lecturer at state, national, and international events. He has presented in 43 of the United States and in 15 countries on five continents. His presentations are fast moving, thought provoking, humorous, and practical, and participants come away refreshed and energized and ready to try a new approach in their classrooms
MARVIN MARSHALL
DISCIPLINE WITHOUT STRESS TEACHING MODEL
Classroom Management vs. Discipline
The key to effective classroom management is teaching and practicing procedures. This is the teacher’s responsibility. Discipline, on the other hand, has to do with behavior and is the
student’s responsibility.
Three Principles to Practice
1. Positivity
Teachers practice changing negatives into positives. “No running” becomes
“We walk in the hallways.” “Stop talking” becomes
“This is quiet time.”
2.Choice
Choice-response thinking is taught
—as well as impulse control—so students are
not victims of their own impulses.
3.Reflection
Since a person can only control another
person temporarily and because no one can
actually change another person, asking
REFLECTIVE questions is the most effective approach to
actuate change in others.
Raise Responsibility System (RRSystem)
Teaching
TEACHING THE HIERARCHYThe hierarchy
engenders a desire to behave responsibly and a desire to put forth effort to learn.
Students differentiate between internal and external motivation—
and learn to rise above inappropriate
peer influence.
Asking
CHECKING FOR UNDERSTANDING
Students reflect on their chosen LEVEL. This
approach SEPARATES THE PERSON FROM
THE BEHAVIOR, thereby negating the
usual tendency to defend one's actions. It
is often this natural tendency to self-defend
that leads to confrontations.
Eliciting
GUIDED CHOICESIf disruptions continue, a
consequence or procedure is
ELICITED to redirect the inappropriate
behavior. This approach is in
contrast to the usual coercive approach of
having a consequence
IMPOSED.
Using the System to Increase Motivation & Learning
Using the hierarchy BEFORE a lesson and reflecting AFTER a lesson increases
effort and raises academic achievement.
What we should do as Teachers Students do good when
they feel good! Not when they are being talk to in a negative way
We need to communicate in a positive ways of what you want the student to do. Example: We walk in the hall.
What we actually do as Teachers
As teachers we are known to talk to students in a negative way. Talking in a negative way does not make anyone want to listen.
The brain thinks in images. When we tell students what NOT to do is what the brain “images” ex. Don’t run in the hall.
Pros Cons
Rules are necessary in games, but between people rules create adversarial relationships because they create an enforcement mentality. A more effective approach is to refer to responsibilities. Example: Responsibilities
HAVE MY MATERIALS
BE WHERE I BELONG
FOLLOW DIRECTIONS
DO MY ASSIGNMENTS
BE KIND TO OTHERS
Rules place the teacher in the position of the enforcer, a cop, wearing a blue uniform with copper buttons—rather than that of a teacher, coach, mentor, facilitator of learning, or educator. Enforcing rules often results in power struggles that rarely result in win-win situations or good relationships. In fact, they often result in reluctance, resistance, resentment, rebellion, and even retaliation.
• PROGRAM BENEFITS• Reduces discipline referrals, class removals, and suspensions • Handles classroom disruptions simply and easily• Uses authority without resorting to punishment• Raises individual and social responsibility• Reduces the influence of peer pressure• Promotes motivation for learning• Integrates character education• Improves school climate• Enhances school safety• Reduces detentions• Reduces stress
BENEFITS
CLASSROOM MANAGEMENT is enhanced when procedures are:
1. explained to students,2. modeled for students,3. practiced by students,
4. reinforced by practicing again, and periodically (when necessary)
5. practiced again. (Oftentimes practicing something one time does not put it into long-term memory.)
CLASSROOM MANAGEMENT
Punishments deprive young people of the opportunity to take responsibility for their own actions.
Imposed punishment moves ownership of the problem from the student to the adult.
Behavior may temporarily change at the threat of punishment—but not the way the student WANTS to behave.
Punishment is temporary and transitory. Once the punishment is over, the student has “served his time” and is “free and clear” from further responsibility.
Punishment, by its very nature, is counterproductive to good teaching because punishment fails to foster responsibility, cooperation, or positive motivation.
STUDENTS AND PUNISHMENTS