Discipline through Raising Student Responsibility Chapter 12 Jen Andrews Classroom Management April 14, 2010

Raise Responsibility System Hypothesis: Desirable classroom behavior is achieved by promoting responsibility rather than obedience through defining expectations and helping students reach those expectations Hypothesis: Desirable classroom behavior is achieved by promoting responsibility rather than obedience through defining expectations and helping students reach those expectations Raising responsibility was introduced by Marvin Marshall. He authored the book Discipline with Stress, Punishments, or Rewards: How Teachers and Parents Promote Responsibility & Learning in 2001 Raising responsibility was introduced by Marvin Marshall. He authored the book Discipline with Stress, Punishments, or Rewards: How Teachers and Parents Promote Responsibility & Learning in 2001

Raise Responsibility Strategy RRS is described by: Promoting responsibility rather than obedience Promoting responsibility rather than obedience Relying on internal motivation rather than external motivation Relying on internal motivation rather than external motivation Proactive rather than reactive Proactive rather than reactive Noncoercive rather than coercive Noncoercive rather than coercive Empowering rather than overpowering Empowering rather than overpowering Positive rather than negative Positive rather than negative Reflective rather than impulsive Reflective rather than impulsive Establishing positivity, choice, and reflection as life-long practices Establishing positivity, choice, and reflection as life-long practices

RRS Requires Teachers To: Teach students the 4 levels of social development Teach students the 4 levels of social development Check for understanding Check for understanding Provide guided choices if disruptions continue Provide guided choices if disruptions continue

Management Theories Theory X states that people dislike work, try to avoid it, must be controlled or threatened with punishment to do work Theory X states that people dislike work, try to avoid it, must be controlled or threatened with punishment to do work Theory Y holds that people will work gladly if their tasks bring satisfaction and they will exercise self-direction, self-control, and responsibility in doing so Theory Y holds that people will work gladly if their tasks bring satisfaction and they will exercise self-direction, self-control, and responsibility in doing so

Setting Up Responsibility in the Classroom All students are inclined to behave responsibly but may not do so because of peer pressure, lack of self-control, or not knowing how. All students are inclined to behave responsibly but may not do so because of peer pressure, lack of self-control, or not knowing how. Teachers can practice: Teachers can practice: Positivity Positivity Choice Choice Reflection Reflection

 Positivity: If students see a teacher being positive in his/her outlooks and dealing with others, they will be pleased to be in class. Teachers are role models and can spread positive energy.  Choice: Students respond better when given choices because it recognizes the autonomy of the student; it gives them some control.  Reflection: Teachers cannot change how students think, want to behave, or will behave in the future. Students are the only ones who can change themselves. Teachers can establish expectations and help students reach them by asking students questions that cause them to think about their actions.

Hierarchy of Social Development Level A: Anarchy Level A: Anarchy Students pay no attention to expectations or standards. There is no sense of order or purpose. Students pay no attention to expectations or standards. There is no sense of order or purpose. Level B: Bossing, Bullying, Bothering Level B: Bossing, Bullying, Bothering Students act without considering the effects of their behavior. They only obey teachers when authority is used. Students essentially are saying, “We are unable to control ourselves. We need you to boss us.” Students act without considering the effects of their behavior. They only obey teachers when authority is used. Students essentially are saying, “We are unable to control ourselves. We need you to boss us.”

Hierarchy of Social Development Level C: Cooperation, Conformity Level C: Cooperation, Conformity Students conform to expectations. Motivation comes from external influences. Students conform to expectations. Motivation comes from external influences. Level D: Democracy, Taking the Initiative to Act Responsibly Level D: Democracy, Taking the Initiative to Act Responsibly Students are internally motivated to do what is right because they believe it is best for themselves and the people around them. Democracy and responsibility are inseparable. Students are internally motivated to do what is right because they believe it is best for themselves and the people around them. Democracy and responsibility are inseparable.

Value of Hierarchy When students understand the hierarchy, they turn attention to self-control and social responsibility When students understand the hierarchy, they turn attention to self-control and social responsibility Positive Aspects: Separates student character from actions Separates student character from actions Students realize they make decisions constantly Students realize they make decisions constantly Helps students deal with peer pressure Helps students deal with peer pressure Fosters internal motivation Fosters internal motivation Promotes good character development Promotes good character development

Value of Hierarchy Allows communication between youth and adults Allows communication between youth and adults Promotes student roles in establishing in conducive classrooms Promotes student roles in establishing in conducive classrooms Awareness of individual responsibility Awareness of individual responsibility Empowers students to self-correct Empowers students to self-correct Encourages understanding of internal and external motivation Encourages understanding of internal and external motivation Promotes self-management and doing what is right Promotes self-management and doing what is right

Teaching the Hierarchy Teachers should teach students the name and characteristics of these 4 levels. Some suggested tactics are having students draw pictures, describe in writing, describe orally, and listen to others explain examples of applications Teachers should teach students the name and characteristics of these 4 levels. Some suggested tactics are having students draw pictures, describe in writing, describe orally, and listen to others explain examples of applications Marshall believes pictures in people's minds drive behavior Marshall believes pictures in people's minds drive behavior

Focus on Internal Motivation Internal motivation is when people behave in ways they believe will bring them pleasure or satisfaction. All motivation takes place within a person. Marshall refers to speakers as “stimulators”. People learn to consider the effect of their actions on others through role models who promote self-reflection. Internal motivation is when people behave in ways they believe will bring them pleasure or satisfaction. All motivation takes place within a person. Marshall refers to speakers as “stimulators”. People learn to consider the effect of their actions on others through role models who promote self-reflection. External motivation is when behaviors are aimed at gaining approval or avoiding discomfort. This is dominant in schools and is the main cause of stress and poor relations in the classroom.

Tactics to Stimulate Students Towards Responsible Behaviors Think and speak with positivity Think and speak with positivity Use the power of choice Use the power of choice Emphasize the reflective process Emphasize the reflective process Control the conversation by asking questions Control the conversation by asking questions Create curiosity Create curiosity Use acknowledgment and recognition Encourage students Use collaboration Get yourself excited Foster interpersonal relationships Use variety Create desire to know

Tactics to Stimulate Students Towards Responsible Behaviors Stress responsibility rather than rules Stress responsibility rather than rules See situations as challenges, not problems See situations as challenges, not problems Use listening to influence others Use listening to influence others Be careful about challenging students' ideas Be careful about challenging students' ideas Avoid telling students what to do Avoid telling students what to do Tutor a few students each day Tutor a few students each day Raise your likeability level Empower by building on successes Nurture students' brains Emphasize the four classical virtues: prudence, temperance, fortitude, justice Hold frequent classroom meetings Resolve conflicts in a constructivist manner Establish trust

Intervention Students must first understand the 4 levels of social development and how it applies to class Steps: 1. Use an unobtrusive tactic: facial expression, hand signal, change in voice tone. 1. Use an unobtrusive tactic: facial expression, hand signal, change in voice tone. 2.Check for understanding: ask the student “Which level are you choosing right now?” or “What level is that behavior?” This separates student and behavior and causes self-evaluation. 2.Check for understanding: ask the student “Which level are you choosing right now?” or “What level is that behavior?” This separates student and behavior and causes self-evaluation. 3. Use guided choice: Give students choices in correcting their behaviors and have them reflect by answering questions such as “What did I do?” and “What can I do to prevent it?” Marshall suggest this be done in written form especially during the middle of a lesson. 3. Use guided choice: Give students choices in correcting their behaviors and have them reflect by answering questions such as “What did I do?” and “What can I do to prevent it?” Marshall suggest this be done in written form especially during the middle of a lesson.

Intervention 4. Make a self-diagnostic referral which contains: description of behavior, level of behavior, why behavior is unacceptable, how should a socially responsible person act and what would have happened, and 3 solutions to the problem 4. Make a self-diagnostic referral which contains: description of behavior, level of behavior, why behavior is unacceptable, how should a socially responsible person act and what would have happened, and 3 solutions to the problem 5. Give an additional self-diagnostic referral and mail a copy to parents 5. Give an additional self-diagnostic referral and mail a copy to parents 6. Give a final referral and mail it to parents, explaining the next step is to deal with administration 6. Give a final referral and mail it to parents, explaining the next step is to deal with administration In all cases, the student is the one who identifies the problem and positive solutions

Initiating in Class A teacher should Decide how to explain the 4 levels to students Decide how to explain the 4 levels to students Explain the system to administration and parents Explain the system to administration and parents Teach procedures for implementing. Discuss the differences in feelings when students are told what to do and when they take initiatives, how hierarchy can be applied to different areas, and the advantages and disadvantages of rewards and punishments Teach procedures for implementing. Discuss the differences in feelings when students are told what to do and when they take initiatives, how hierarchy can be applied to different areas, and the advantages and disadvantages of rewards and punishments

Conclusion Classroom management deals with teaching procedures and falls on the teacher. Discipline deals with behaviors and falls on the student. Classroom management deals with teaching procedures and falls on the teacher. Discipline deals with behaviors and falls on the student. Principles to Practice: Principles to Practice: 1. Positivity 1. Positivity 2. Choice 2. Choice 3. Reflection 3. Reflection Teaching RRS 1. Teach hierarchy 2. Check for understanding 3. Use guided choices Use RRS to increase academic performance