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Transcript of Marvin Marshall
"The best discipline is the kind nobody notices- not even the one being disciplined".
How suitable is this theory in the contemporary secondary classroom?
Theory of Self-Discipline
Charmaine Harvey, Iglal Kodi, Kylie Pearson and Leia Allain
Quality Teaching Framework
Background Knowledge and Cultural Knowledge are both Dimension 3 elements of the Quality Teaching Framework.
LESSON OUTCOMES: BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO:
- Have an understanding of Marshall's theory of self-discipline and be able to recognise the four levels of behaviour.
- Use Marshall's theory to reflect upon their own learning.
(5 mins) Gain attention, explain lesson objectives and activities, arouse motivation.
Teaching & Learning
- Students background knowledge. Introduction to Marshall's theory.
-The four levels of behaviour
-Teacher explains Marshall's theory. Introducing the four levels of behavior. This explanation is elaborated on through the use of YouTube clips.
-The four levels continued.
-Group work. Students are split into groups and are given one level of behaviour to focus on.
-Teacher assesses student understanding of the four levels.
-Students present their demonstration of behaviour to the rest of the class.
They refer to the Significance of pedagogy that is important and meaningful to a students learning
Within This Lesson
High background knowledge is evident as students link their personal experiences of school and classroom behaviours with the lesson activity.
High background knowledge is evident as students link Harry Potter (popular culture) with the substance of the lesson.
Cultural knowledge is not evident in the lesson, however when the students draw on their background knowledge, it will undoubtedly be on a cultural level.
- Class discussion allows
for assessment of students
preliminary understanding, background knowledge and motivation.
-Teacher leads class discussion,
questioning students on previous
knowledge of concepts.
-Teacher explains discipline in
reference to Marshall's theory.
- Theory of self- discipline.
Marshall's Raising Responsibility System is important to teach students as it promotes civility with in society.
Levels of Behaviour
Anarchy- (The lowest level of behavior)
- Noisy -Out of Control -Unsafe
-Bosses or bothers others -Breaks classroom standards or rules
-Listens -Practices -Cooperation
-Develops self-discipline - Shows kindness to others
- Self-development works when the students are comitted to their development rather than just complying to someone else.
- Marvin Marshall talks about discipline without stress, punishment and rewards: how teachers and parents promote responsibility and learning.
- Marshall points out that discipline can be an opportunity, rather than a problem.
(Marshall, 2004, p. 67)
- Marshall explains that discipline is more like a tool for teaching responsibility and the ultimate goal of discipline is self-discipline.
There are four levels of behaviour in the raising
- The real influence of teachers is reflected by what students do when the teacher is not with them.
*What do you think responsibility
*What do you think self-discipline
- Teacher assesses student
efficiency when participating in group activity.
Student choice on how group presentation is made (this could be a skit, mind map, illustration etc.)
-The four levels continued.
- Teacher assesses student comprehension of Marshall's theory.
- Overview of Marshall's theory, linking to substance of the lesson.
Marshall, M. (2004). Discipline without stress, punishments, or rewards: How teachers and parents promote responsibility & learning. Los Alamitos, CA: Piper Press.
State of NSW, Department of Education and Training Professional Learning and leadership Development Directorate. (2009). Quality Teaching in NSW public schools: A classroom Practice Guide. 3rd Ed.
Provides an opportunity for each student to make a connection between the content of the lesson and any type of life experience the student may have had.
Experienced at school though a prior lesson, in a different class or from previous years at school.
Could also come from outside of the school environment including home or community.
Limited in a lesson when a new topic or content is introduced.
Lessons high in cultural knowledge contain content that is meaningful and significant.
From a range of diverse social groups; including gender, ethnicity, race or religion.
From languages, beliefs and traditions, distinctly different from the dominant Australian culture.
Lessons lacking in these components are regarded as low in cultural knowledge.
Marshall, M. (2005). Discipline without Stress, Punishments, or Rewards. The Clearing House 79(1), 51-54.
B) Bossing/ Bullying
C) Cooperation/ Conformity