California Educator

December 2018 / January 2019

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H O W D O E S A teacher walk into a classroom for the first time and establish excellent relationships with students? How does a teacher have students do what the teacher wants students to do because they want to? I developed Discipline Without Stress to address these questions. The system taps into intrinsic motivation so students behave more responsibly and put forth more effort in their learning, in contrast to external approaches that rely on bribes or rewards to control, threats or imposed punishments. The program has helped thou- sands of teachers become more effective, improve relationships, increase responsible student behavior, and reduce stress for all parties involved. It has four parts: Classroom management One of the most significant mistakes teachers make is to assume that students know what the teacher wants them to do without first teaching a procedure. The most effec- tive approach is for the teacher to model the procedure, have students practice it, and then periodically reinforce the procedure by having students practice it again. Three principles to practice Positivity. Always speak to students in terms of what you want them to do rather than what you don't. It's easy to turn any communication from one that is perceived as negative into a positive. For example, "Stop talking" becomes "This is quiet time." Choice. Teachers can be more effective if they bring this mindset to students' attention: Regardless of any stimulation, situation or urge, people have the ability to choose their response. People never have to have a feeling of victimhood because they always have a choice in how they respond. Reflection. The most effective approach to actuate change in others is by asking reflective questions. Examples: "If you couldn't fail, what would you do?" "What would an extraordinary person do in this situation?" "If you looked back on what you did, would you be proud of yourself?" The Raise Responsibility System (discipline) A. Teaching the Hierarchy of Social Development engen- ders a desire to behave responsibly and put forth effort to learn. Students learn to differentiate between internal and external motivation and to rise above unacceptable behav- iors — including inappropriate peer influence. Learning the concepts is the only required student learning. L E V E L D – Democracy (highest level) • Develops self-discipline • Demonstrates initiative • Displays responsibility • Does good because it is the right thing to do • The motivation is INTERNAL. "Democracy" is used because democracy and respon- sibility are inseparable. Motivation at this level brings the most satisfaction and is the major contributor to healthy self-esteem. L E V E L C – Cooperation/Conformity • Considerate • Cooperates • Complies • Conforms • The motivation is EXTERNAL. Action at this level is often prompted by motiva- tion to please others, receive a reward, or to avoid a negative consequence. Most of us behave most of our lives at this level. A danger exists, however, when young people conform and comply with irresponsible peer influence. This is why "conformity" is added. The difference between levels D and C is in the motiva- tion, rather than in the behavior. Level C is expected. Level D is voluntary. These two levels of motivation are both acceptable. What's My Motivation? How teachers can increase student responsibility, and decrease stress BY MARVIN MARSHALL 18 Perspectives Y O U R V O I C E

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