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Chapter 9 Discipline without Stress, Punishment or Rewards
Transcript of Chapter 9 Discipline without Stress, Punishment or Rewards
Developed by Marvin Marshall
Philosophical basis- Teach social responsibility
Rejects reward/punishment concept of classroom management
Goal- students to display appropriate behavior whether the teacher is present or not CHAPTER 9
Discipline without Stress, Punishments or Rewards Anarchy: -Behavior with no law and order
-Class chaotic (noisy, not follow commands, unsafe)
-Motivation is external
-Teacher unprepared and lack of withitness
-Students look for authority from adults Bullying and Bothering: -Students make their own rules
- Boss others, behave boisterously, break rules, violate rights of others,
-Behave correctly only when threat of punishment looms
-Little learn takes place
-If bully prevails, irresponsible behavior will be repeated Cooperation/Conformity: -Comply and cooperative with expected standards
-Students connect to teacher and each other
-Students need to understand peer pressure The Radicals Sharlene, Danielle & Brittney Introduction: Discipline without Stress Punishment or Rewards The THEORY: The hierarchy of social development A = Anarchy
Acceptable Behavior- Cooperative/Conformity, democracy
Unacceptable Behavior- anarchy and bullying/bothering Marshall’s Three Part Strategy: 1.Teaching Concepts: Need to consist of more than just going over vocabulary, there needs to be student involvement. First step, student acknowledges behavior but continues it any way.
Tips from the field:
“Looks like” “Y” Shaped graph
“Sounds like” Democracy: -Goal for students understand right from wrong
-Do something because it is right thing to do
-Students take responsibility for own behaviors
-Motivation to be responsible is internal
-Self-satisfaction is the reward The Process: 1.Teaching vocabulary and concepts
2.Checking for understanding
3.Using Guided Choices
2. Checking for Understanding: tools to use for students that are struggling in terms of behavior, second step used, student acknowledges their level of behavior and works to stop it.
-establish eye contact
-use facial expression
-change in voice (i.e. inflection, pause, volume)
-Moving to a new spot in the room
-give signal to gain attention
-make a request.
3. Guided Choices: a form is completed including three questions, used as the last method for students whose inappropriate behavior continues.
- what did I do?
- what can I do to prevent it from happening again?
- what will I do in the future Marshall’s Three Part Strategy contd':
-conduct class meetings to promote democracy
-identify standards for desired behavior
-use praise and rewards Ways to promote a positive classroom environment: Terminology: Anarchy: The least desirable level of social behavior and classrooms operating at this level are in chaos.
Bothering: Used interchangeably with bullying.
Bullying: Students who operate at this level bully students and sometimes the teacher.
Checking for understanding: This establishes that the teacher isn't going to punish, but is interested in students' developing self-control & social responsibility.
Cooperation/Conformity: This level of behavior is acceptable and desired because both cooperation and conformity is essential for a classroom.
Democracy: At this level students take responsibility for their own behaviors.
Discipline without Stress, punishments or rewards: Model by Marvin Marshall that promotes the internal motivation to develop responsibly both individually & socially.
Guided Choices: Provide a choice to students to foster responsible behavior.
Teaching the concepts: First step in implementing Discipline w/out stress, punishment or rewards. All of us has the Choice.
"There are no victims in this classroom" References: Hardin, Jackson Carlette. (2012). Effective Classroom Management. Boston, Ma: Pearson Education, Inc.
Wong, Harry K. & Rosemary T. Wong. (2001). The First Days of School. Mountain View, Ca: Harry K. Wong Publications, Inc.
Ginott, Haim. (1993). Teacher and Child: A Book for Parents and Teachers