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Discipline Without Stress, Punishment, Or Rewards

Theory developed by Marvin Marshall
by

Patricia McKellar

on 24 April 2013

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Transcript of Discipline Without Stress, Punishment, Or Rewards

Conclusion Thank you for your attention! And one more thing... is here DISCIPLINE WITHOUT STRESS, PUNISHMENTS OR REWARDS

~ by Marvin Marshall responsible behaviour
proactive
system 1. TEACHING VOCAB AND CONCEPTS (PROACTIVE TEACHING)

2. CHECKING FOR UNDERSTANDING (EFFECTIVE QUESTIONING)

3. USING GUIDED CHOICES (IF NECCESSARY, USING AUTHORITY WITHOUT PUNISHMENT) Teachers should:
Evaluate their instruction
Conduct class meetings to promote democracy in the classroom
Identify standards for appropriate behavior
Use praise and rewards appropriately INTRODUCTION THE PROCESS Promoting a Positive Classroom Environment TEACHING VOCAB AND CONCEPTS CHECKING FOR UNDERSTANDING USING GUIDED CHOICES •Begins by teaching the social development hierarchy: anarchy, bullying, conformity, and democracy.

•The manner in which the concepts are taught will depend on the age of the students, their maturity level, and the subject matter.

•The key to teaching social development is to make the examples relevant to the community of learners (Marshall, 1998) •Checking for understanding is a direct intervention.

•It is used when students demonstrate socially unacceptable behavior by disrupting the class.

•This begins by establishing that the teacher is not going to punish students. •When a student makes a choice, self-respect is enhanced.

•When they fail to choose, self-control is diminished.

•By using Guided Choices, the teacher maintains authority without being confrontational.

•The strategy is to offer choices in the form of questions. Rather than confronting and punishing the student, the teacher asks the student to complete a form. The students of today are not the students of yesterday.

Therefore, the classroom management strategies should not be either. PHILOSOPHICAL BASIS INTERNAL CONTROL Hierarchy of Social
Development Climb the ladder to
social responsibility

D --> Democracy
C --> Cooperation/Conformity
B --> Bullying/Bothering
A --> Anarchy! Marshall's
A,B,C,D's
Least desirable
No social order, CHAOS

...basically, where it
sucks to be a student
teacher... Anarchy Unacceptable behaviour
make up rules
behave only with punishment Bullying/Bothering 1. Never label students as a "bully", address the behaviour not the character.

2. Identify the behaviour as bullying or bothering.

3. Help students take responibility for their behaviour. "Watch out" Students cooperate as expected
-->Still external control
--> Can be unnacceptable behaviour if they need approval by peers
--> peer pressure/liberation Cooperation/Conformity Acceptable behaviour
--> internalised
--> reward is self-
satisfaction


Difference between D
and C is D requires
INTERNAL motivation Democracy If your student takes over the management for you? What do you do... http://www.cbc.ca/natureofthings/episode/surviving-the-teenage-brain.html# "Most students would rather be disruptive than stupid."
-Marshall



Lessons need to be planned so that:
Students understand why the lesson is meaningful
The lesson involves thinking on various levels
Students become actively involved in the learning Evaluating Instruction -"Regular classroom meetings should be held to decide how best to construct the business of school."
-Addresses problems in the classroom to avoid misbehavior. Can be a specific or a general meeting.

-Great opportunity for students to practice:
communication and socialization skills
listening attentively
empathy: put aside their own desires, view, and values to listen to what others have to say
-Role of Teacher: facilitate discussion, review, monitor paritipation. Avoid judging and being controlling. Conducting Classroom Meetings Identifying Standards for Appropriate Behavior Marshall does not advocate for teachers using praise Using Praise and Rewards Appropriately Punishment deprives students of taking responsibility for their actions.
Social Responsibility is learned with a guiding approach. Not a telling, punishing approach.

Some of his suggestions for working with difficult students (to avoid punishment):
Use positive language
Empower students with choices
Teach impulse control
Give clear, concise directions for transitions
Label distractions
Ask for the difficult student's help or put them in charge of something Strategies for Dealing with Difficult Students As with anything, there are pros and cons..... Strengths & Weaknesses Marshall doesn't advocate the use of rules...
Rules are made to control and can create adversarial relationships.

Rules can create problems in the classroom if:
1. Rules are unclear
2. Rules are perceived as unfair or are inconsistently enforced
3. Rules cause students to look for loopholes
4. Rules require consequences for when they're broken

Instead of rules, he suggests "Do's & Dont's" that explain the standards and expectations.
This empowers students and promotes responsibility. Instead, use acknowledgments, recognition, and validation. This motviates and encourages, without placing value or an evaluation on the student. Praise is discouraged. Often puts the adult first:
"I am so proud of your grades." Acknowledgment recognizes the student first:
"You are working so hard on your project." You want to foster commitment, not compliance Strengths -self discipline
-personal responsibility
-steers away from rewards and
punishments Weaknesses -concern over use of standards
or expectations over rules
-oversimplification of students
behaviour
-use of abstract terms, such as anarchy, conformity and democracy
-use of "bullying" as a term
seen as controversial, perhaps unsuitable Scenario: Grade 11 Demonstrates strengths and weaknesses of system
Full transcript