Discipline through Raising Discipline through Raising Student ResponsibilityStudent Responsibility

Chapter 12Chapter 12

Jen AndrewsJen Andrews

Classroom ManagementClassroom Management

April 14, 2010April 14, 2010

Raise Responsibility SystemRaise Responsibility System

Hypothesis: Desirable classroom behavior is Hypothesis: Desirable classroom behavior is achieved by promoting responsibility rather than achieved by promoting responsibility rather than obedience through defining expectations and obedience through defining expectations and helping students reach those expectationshelping students reach those expectations

Raising responsibility was introduced by Marvin Raising responsibility was introduced by Marvin Marshall. He authored the book Marshall. He authored the book Discipline with Discipline with Stress, Punishments, or Rewards: How Stress, Punishments, or Rewards: How Teachers and Parents Promote Responsibility Teachers and Parents Promote Responsibility & Learning& Learning in 2001 in 2001

Raise Responsibility StrategyRaise Responsibility StrategyRRS is described by:RRS is described by: Promoting responsibility rather than obediencePromoting responsibility rather than obedience Relying on internal motivation rather than Relying on internal motivation rather than

external motivationexternal motivation Proactive rather than reactiveProactive rather than reactive Noncoercive rather than coerciveNoncoercive rather than coercive Empowering rather than overpoweringEmpowering rather than overpowering Positive rather than negativePositive rather than negative Reflective rather than impulsiveReflective rather than impulsive Establishing positivity, choice, and reflection as Establishing positivity, choice, and reflection as

life-long practiceslife-long practices

RRS Requires Teachers To:RRS Requires Teachers To:

Teach students the 4 levels of Teach students the 4 levels of social developmentsocial development

Check for understandingCheck for understanding Provide guided choices if Provide guided choices if

disruptions continuedisruptions continue

Management TheoriesManagement Theories Theory X states that people dislike Theory X states that people dislike

work, try to avoid it, must be work, try to avoid it, must be controlled or threatened with controlled or threatened with punishment to do workpunishment to do work

Theory Y holds that people will Theory Y holds that people will work gladly if their tasks bring work gladly if their tasks bring satisfaction and they will exercise satisfaction and they will exercise self-direction, self-control, and self-direction, self-control, and responsibility in doing soresponsibility in doing so

Setting Up Responsibility in the Setting Up Responsibility in the ClassroomClassroom

All students are inclined to behave All students are inclined to behave responsibly but may not do so responsibly but may not do so because of peer pressure, lack of because of peer pressure, lack of self-control, or not knowing how.self-control, or not knowing how.

Teachers can practice:Teachers can practice:

PositivityPositivity

Choice Choice

ReflectionReflection

Positivity: Positivity: If students see a teacher being If students see a teacher being positive in his/her outlooks and dealing with others, positive in his/her outlooks and dealing with others, they will be pleased to be in class. Teachers are role they will be pleased to be in class. Teachers are role models and can spread positive energy.models and can spread positive energy.

Choice: Choice: Students respond better when given Students respond better when given choices because it recognizes the autonomy of the choices because it recognizes the autonomy of the student; it gives them some control.student; it gives them some control.

Reflection: Reflection: Teachers cannot change how Teachers cannot change how students think, want to behave, or will behave in the students think, want to behave, or will behave in the future. Students are the only ones who can change future. Students are the only ones who can change themselves. Teachers can establish expectations and themselves. Teachers can establish expectations and help students reach them by asking students questions help students reach them by asking students questions that cause them to think about their actions. that cause them to think about their actions.

Hierarchy of Social DevelopmentHierarchy of Social Development Level A: Anarchy Level A: Anarchy

Students pay no attention to expectations Students pay no attention to expectations or standards. There is no sense of order or standards. There is no sense of order or purpose.or purpose.

Level B: Bossing, Bullying, Bothering Level B: Bossing, Bullying, Bothering

Students act without considering the Students act without considering the effects of their behavior. They only obey effects of their behavior. They only obey teachers when authority is used. Students teachers when authority is used. Students essentially are saying, “We are unable to essentially are saying, “We are unable to control ourselves. We need you to boss control ourselves. We need you to boss us.”us.”

Hierarchy of Social DevelopmentHierarchy of Social Development Level C: Cooperation, Conformity Level C: Cooperation, Conformity

Students conform to expectations. Students conform to expectations. Motivation comes from external Motivation comes from external influences.influences.

Level D: Democracy, Taking the Initiative Level D: Democracy, Taking the Initiative to Act Responsibly to Act Responsibly

Students are internally motivated to do Students are internally motivated to do what is right because they believe it is what is right because they believe it is best for themselves and the people best for themselves and the people around them. Democracy and around them. Democracy and responsibility are inseparable.responsibility are inseparable.

Value of HierarchyValue of Hierarchy When students understand the hierarchy, When students understand the hierarchy,

they turn attention to self-control and social they turn attention to self-control and social responsibilityresponsibility

Positive Aspects:Positive Aspects: Separates student character from actionsSeparates student character from actions Students realize they make decisions Students realize they make decisions

constantlyconstantly Helps students deal with peer pressureHelps students deal with peer pressure Fosters internal motivationFosters internal motivation Promotes good character developmentPromotes good character development

Value of HierarchyValue of Hierarchy Allows communication between youth and Allows communication between youth and

adultsadults Promotes student roles in establishing in Promotes student roles in establishing in

conducive classroomsconducive classrooms Awareness of individual responsibilityAwareness of individual responsibility Empowers students to self-correctEmpowers students to self-correct Encourages understanding of internal and Encourages understanding of internal and

external motivationexternal motivation Promotes self-management and doing what Promotes self-management and doing what

is rightis right

Teaching the HierarchyTeaching the Hierarchy

Teachers should teach students the Teachers should teach students the name and characteristics of these 4 name and characteristics of these 4 levels. Some suggested tactics are levels. Some suggested tactics are having students draw pictures, having students draw pictures, describe in writing, describe orally, and describe in writing, describe orally, and listen to others explain examples of listen to others explain examples of applicationsapplications

Marshall believes pictures in people's Marshall believes pictures in people's minds drive behaviorminds drive behavior

Focus on Internal MotivationFocus on Internal Motivation Internal motivation is Internal motivation is

when people behave in when people behave in ways they believe will ways they believe will bring them pleasure or bring them pleasure or satisfaction. All satisfaction. All motivation takes place motivation takes place within a person. within a person. Marshall refers to Marshall refers to speakers as speakers as “stimulators”. People “stimulators”. People learn to consider the learn to consider the effect of their actions on effect of their actions on others through role others through role models who promote models who promote self-reflection.self-reflection.

External motivation is External motivation is when behaviors are when behaviors are aimed at gaining aimed at gaining approval or avoiding approval or avoiding discomfort. This is discomfort. This is dominant in schools and dominant in schools and is the main cause of is the main cause of stress and poor relations stress and poor relations in the classroom.in the classroom.

Tactics to Stimulate Students Tactics to Stimulate Students Towards Responsible BehaviorsTowards Responsible Behaviors

Think and speak with Think and speak with positivitypositivity

Use the power of Use the power of choicechoice

Emphasize the Emphasize the reflective processreflective process

Control the Control the conversation by conversation by asking questionsasking questions

Create curiosityCreate curiosity

Use acknowledgment Use acknowledgment and recognitionand recognition

Encourage studentsEncourage students Use collaborationUse collaboration Get yourself excitedGet yourself excited Foster interpersonal Foster interpersonal

relationshipsrelationships Use varietyUse variety Create desire to knowCreate desire to know

Tactics to Stimulate Students Tactics to Stimulate Students Towards Responsible BehaviorsTowards Responsible Behaviors

Stress responsibility rather Stress responsibility rather than rulesthan rules

See situations as challenges, See situations as challenges, not problemsnot problems

Use listening to influence Use listening to influence othersothers

Be careful about challenging Be careful about challenging students' ideasstudents' ideas

Avoid telling students what to Avoid telling students what to dodo

Tutor a few students each Tutor a few students each dayday

Raise your likeability levelRaise your likeability level

Empower by building on Empower by building on successessuccesses

Nurture students' brainsNurture students' brains

Emphasize the four classical Emphasize the four classical virtues: prudence, virtues: prudence, temperance, fortitude, justicetemperance, fortitude, justice

Hold frequent classroom Hold frequent classroom meetingsmeetings

Resolve conflicts in a Resolve conflicts in a constructivist mannerconstructivist manner

Establish trust Establish trust

InterventionInterventionStudents must first understand the 4 levels of social Students must first understand the 4 levels of social

development and how it applies to classdevelopment and how it applies to class

Steps:Steps: 1. Use an unobtrusive tactic: facial expression, hand 1. Use an unobtrusive tactic: facial expression, hand

signal, change in voice tone.signal, change in voice tone. 2.Check for understanding: ask the student “Which 2.Check for understanding: ask the student “Which

level are you choosing right now?” or “What level is level are you choosing right now?” or “What level is that behavior?” This separates student and behavior that behavior?” This separates student and behavior and causes self-evaluation.and causes self-evaluation.

3. Use guided choice: Give students choices in 3. Use guided choice: Give students choices in correcting their behaviors and have them reflect by correcting their behaviors and have them reflect by answering questions such as “What did I do?” and answering questions such as “What did I do?” and “What can I do to prevent it?” Marshall suggest this be “What can I do to prevent it?” Marshall suggest this be done in written form especially during the middle of a done in written form especially during the middle of a lesson.lesson.

InterventionIntervention 4. Make a self-diagnostic referral which contains: 4. Make a self-diagnostic referral which contains:

description of behavior, level of behavior, why description of behavior, level of behavior, why behavior is unacceptable, how should a socially behavior is unacceptable, how should a socially responsible person act and what would have responsible person act and what would have happened, and 3 solutions to the problemhappened, and 3 solutions to the problem

5. Give an additional self-diagnostic referral and 5. Give an additional self-diagnostic referral and mail a copy to parentsmail a copy to parents

6. Give a final referral and mail it to parents, 6. Give a final referral and mail it to parents, explaining the next step is to deal with explaining the next step is to deal with administrationadministration

In all cases, the student is the one who identifies In all cases, the student is the one who identifies the problem and positive solutionsthe problem and positive solutions

Initiating in ClassInitiating in ClassA teacher shouldA teacher should Decide how to explain the 4 levels to studentsDecide how to explain the 4 levels to students Explain the system to administration and Explain the system to administration and

parentsparents Teach procedures for implementing. Discuss Teach procedures for implementing. Discuss

the differences in feelings when students are the differences in feelings when students are told what to do and when they take initiatives, told what to do and when they take initiatives, how hierarchy can be applied to different areas, how hierarchy can be applied to different areas, and the advantages and disadvantages of and the advantages and disadvantages of rewards and punishments rewards and punishments

ConclusionConclusion Classroom Classroom

management deals management deals with teaching with teaching procedures and falls procedures and falls on the teacher. on the teacher. Discipline deals with Discipline deals with behaviors and falls on behaviors and falls on the student.the student.

Principles to Practice:Principles to Practice:

1. Positivity1. Positivity

2. Choice2. Choice

3. Reflection3. Reflection

Teaching RRSTeaching RRS

1. Teach hierarchy1. Teach hierarchy

2. Check for 2. Check for understandingunderstanding

3. Use guided choices3. Use guided choices Use RRS to increase Use RRS to increase

academic academic performanceperformance