Dr. Marvin Marshall on Education and Parenting

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Smile When You Speak

“You are never fully dressed without a smile,” sang Little Orphan Annie in the old Broadway musical. It turns out Annie may have been giving some shrewd advice.

Studies have repeatedly shown that people remember smiling faces better than neutral ones. Researchers at Duke University have found a physical explanation for the phenomenon.

Robert Cabeza and his colleagues “introduced” volunteers to a number of people by showing them a picture and telling them a name. Using Magnetic Resonance Imaging (MRI), the investigators found that both learning and recalling the names associated with smiling faces preferentially activated the orbitofrontal cortex, a processing area of the brain.

Although the studies are preliminary, it makes evolutionary sense that a smile would engender positive feelings. Smile at a baby, and the infant smiles back. Our brains are very sensitive to positive social signals.

These signals can be auditory as well as visual. You can even detect a smile in a person’s voice when on the telephone. Try this next time you make a phone call.You will be amazed at the results—both for yourself and for the listener.

Tag Questions

A tag question is simply a question offered quickly and nonchalantly at the end of a statement or observation. It encourages review of the previous communication. When using tag questions, you make a statement, then leave it up to the person you are talking with to think about what you have asked.

Tag questions in particular give teachers and parents a tool to help a young person review what has been said or done.The tag prompts an opportunity to have the young person reflect—without requiring an accounting to the adult.

Here are some examples of tag questions:

So you think that will help the situation, do you?

You meant that you can go to your friend’s house when you finished your homework, didn’t you?

That’s quite an achievement, isn’t it?

You didn’t really mean that, did you?

Do you really think that will get you what you want? No reply needed!

Substitute Teachers

A communication to me indicated that it would be difficult to have a substitute fully understand the system if the teacher hadn’t actually read the book.

I responded that a substitute teacher did not need to know the system at all. Also, I use the term “guest teacher” because of the influence it has on students. When I was an elementary school principal, as soon as the day started I was in the “substitute teacher’s” classroom and introduced the substitute by announcing that we had a guest teacher that day and that I knew the students would treat the teacher accordingly. Expectations for responsible student behavior were established immediately.

As a teacher, I had the following one-page at the top of my substitute teacher handbook:

GUEST TEACHER INFORMATION

Read to Each Class at the START of the Period:

This class understands levels of development. It is the basis of discipline in this classroom. A guest teacher need not be versed in the system to use it.

It is the responsibility of the class members to maintain their own discipline. Students know that they choose their own level of development.

If students behave and do the given assignment, they are on Level C or Level D and should not present a problem.

Level B students are the ones who defy your authority, act inappropriately, or are not good hosts to the guest in the classroom today. My students know that they alone choose their level of development and that they will accept the responsibility for their choice. I need a list of Level B students so they can carry out the assignment that goes along with their choice.

Please leave me a list of students who choose to act on Level B.

———

Upon my return, I had an individual conversation with each student on the list and ELICITED a CONSEQUENCE to help the student remember and would also ELICIT a PROCEDURE to redirect future impulsive behaviors.

Some Challenges of Classroom Teaching

Work and learning both require effort. However, they are so different that I devoted the epilogue in my book to the differences between “work” in employment and “work” in learning. The differences are so apparent to me that the only time I use the word “work”—as in “homework”—is in the index.

With this in mind, enjoy the following e-mail I received.

Have you heard about the next planned “Survivor” show? Three businessmen and three businesswomen will be dropped in an elementary school classroom for 6 weeks.

Each business person will be provided with a copy of his/her school district’s curriculum and a class of 28 students. Each class will have five learning-disabled children, three with A.D.D., one gifted child, and two who speak limited English. Three will have severe behavior problems.

Each business person must complete lesson plans at least 3 days in advance with annotations for curriculum objectives, and modify, organize, or create materials accordingly.

They will be required to teach students, handle misconduct, implement technology, document attendance, write referrals, correct homework, make bulletin boards, compute grades, complete report cards, document benchmarks, communicate with parents, and arrange and attend parent conferences.

They  also must supervise recess and monitor the hallways.

They must attend workshops (180 hours), faculty meetings, and curriculum development meetings. They must also tutor those students who are behind and strive to get their two non-English speaking children proficient enough to take the standardized tests.

If sick or having a bad day, they must not let it show.

Each day they must incorporate reading, writing, math, science, and social studies into the program. They must maintain discipline and provide an educationally stimulating environment at all times. The business people will only have access to the golf course on the weekends, but on their new salary they will not be able to afford it anyway. There will be no access to vendors who want to take them out to lunch, and lunch will be limited to 30 minutes. On days when they do not have recess duty, the business people will be permitted to use the staff restroom as long as another survival candidate is supervising their class.

They will be provided with two 40-minute planning periods per week while their students are at special events.

If the copier is operable (varies), they may make copies of necessary materials at this time. They cannot surpass their daily limit. They also must continually advance their education on their own time at their own expense.

The winner will be allowed to return to his or her non-education job.

———

When to Teach the Raise Responsibilty Sytem

QUESTION:

I had the pleasure of hearing you speak in New Orleans. Thank you for your encouraging words.

I am a fourth grade teacher who desperately wants to move away from students only working for rewards, which is the nature of “behavior plans” at my school. After implementing a few of your strategies in my classroom, I am pleased with the way my students have responded. Because I, and all their previous teachers, have used rewards, I am unsure how the students will react if I do away with all tangible rewards.

———

MY RESPONSE:

Use principle two, CHOICE, of the THREE PRINCIPLES TO PRACTICE of the Discipline Without Stress Teaching Model.

Rather than stopping the use of rewards, give your students the CHOICE. It sounds like the following: “For those of you who still feel that I need to reward you for doing what you should be doing, let me know and I will do so. For those who believe that you are mature enough not to need such rewards, you will find your efforts so much more satisfying.”

Once students—of any age—understand the difference between Level C (EXternal motivation) and Level D (INternal motivation), they quickly realize that token rewards are given to manipulate them.  They quickly lose interest in receiving such rewards.

———

The communication continued:
Do you think it is possible to make such large changes in my classroom late in the year? Or would I do better to make small changes this year, and start next year fresh without punishments and rewards?

———

MY RESPONSE:

Start NOW!

The students only need to know the four levels of social development. You can teach the hierarchy in one setting by just sharing the vocabulary concepts and then having students give examples of what each level would look like in your classroom. Study the SIGNIFICANT POINTS of the Raise Responsibility System.

Having a System is Superior to Having aTalent

Working in Harlem under contract for three years with the New York City Board of Education taught me an invaluable lesson: Having a teaching SYSTEM is superior to talent when a teacher faces challenging behaviors in the classroom.

The assistant superintendent and I were very impressed while observing a teacher one year. We agreed that the teacher was a “natural.” However, when I visited the teacher the following year, she told me three boys were such challenges that she could use some assistance.

Even teachers with a “natural talent” are challenged by student behaviors that teachers in former generations did not confront. To retain the joy that the teaching profession offers and to reduce one’s stress,  a SYSTEM to rely on can help significantly. THE DISCIPLINE WITHOUT STRESS TEACHING MODEL describes such a SYSTEM. It contains four phases:

I. TEACHING PROCEDURES
The first phase differentiates classroom management from discipline. DISCIPLINE is about self-control and impulse management and is the student’s responsibility. CLASSROOM MANAGEMENT is about teaching, practicing, and reinforcing procedures and is the teacher’s responsibility. The key to effective classroom management is not to assume anything—but to teach procedures for everything.

II. THREE PRINCIPLES TO PRACTICE
This second phase describes three universal principles that inspire and induce students to initiate their own changes. The principles are POSITIVITY, CHOICE, and REFLECTION. Using just these three principles can change a person’s personal and professional life.

III. BEING PROACTIVE IN DISCIPLINE
This third phase describes THE RAISE RESPONSIBILITY SYSTEM. It starts with being PROACTIVE by teaching a hierarchy of four (4) concepts relating to social (and personal) development. The hierarchy inspires students to WANT to behave responsibly. This is in contrast to the usual approach where the teacher reacts only AFTER an irresponsible behavior occurs. Teaching the levels at the outset has students wanting to behave responsibly ,reduces stress, and is both more efficient and effective.

After teaching the concepts, CHECKING FOR UNDERSTANDING is used when a disruption occurs. If misbehavior continues, then GUIDED CHOICES are used to help the student develop a procedure to help him/herself—or in severe cases, to elicit a consequence.

The approach is totally noncoercive (but not permissive) and employs internal motivation—rather than relying on shorter-lasting external manipulations of threats, punishments, or rewards.

IV. USING THE SYSTEM TO INCREASE ACADEMIC PERFORMANCE
This phase has students becoming motivated to put forth effort to increase learning—without the teacher’s use of any external motivators. Instead, the teacher refers to the four (4) concepts of the hierarchy. First, pictures are painted of the concepts in students’ minds BEFORE students engage in a lesson or activity. Then AFTER the activity, students take just a moment to REFLECT on their chosen concept. Students want to achieve at the highest level just by the nature of the hierarchy. By being PROACTIVE BEFORE and employing REFLECTION AFTER, motivation toward learning is significantly increased.

Japanese Motivational Approach to Increase Learning

The following is from a communication I received:

Dr Marshall:

I really enjoyed your presentation in Margate, New Jersey. I am a strong believer in positive thinking and you verified many aspects that have been helpful to me. You specifically spoke about a Japanese classroom during your talk. Unfortunately, I did not hear what you said because I was taking notes. Would you mind telling me the benefits of a Japanese classroom?

I also enjoy your newsletters. Even though I have been teaching for over 30 years, there is still so much to learn especially from experts like you.

Thank you,

Kathy Revelle

========
I responded as follows:

Dear Kathy,

The JAPANESE teaching model starts by tapping into student motivation. Teachers start lessons by giving students some activity that prompts curiosity, promotes a challenge, or shares something novel. MOTIVATION IS IMMEDIATELY AROUSED because curiosity is a wonderful motivator and because students WANT to find the answer or solve the problem.

In the UNITED STATES, many teachers ASSUME that the students are already motivated to learn. So they teach a lesson and then assign follow-up work——WITHOUT GIVING ANY ATTENTION TO MOTIVATION.

Unfortunately, too many teachers do not understand that education is about motivation.

Teachers would become more effective in promoting learning if they were to first ask themselves the reason they are teaching the lesson. Then (a) share that reason with students, and (b) plan an activity that creates interest at the outset of the lesson.

Marv Marshall

How Positive Behavioral Intervention and Supports Backfires

The following was posted at the mailring DisciplineWithoutStress hosted by yahoo groups.com:

I just wanted to quickly relay a rewards-based disaster.

One of our seventh-graders, in fact, the daughter of a teacher, recently wanted to go to the Positive Behavioral (and Intervention) Support (PBS) reward dance. She is an A honor roll student, never a discipline problem, and a wonderful kid. In the haste of “bribing” misbehaving students to be good, we neglected to “reward” her for doing what she had motivated herself to do. Long story short, she did not have enough PBS tickets to go to the dance. How horrible!!

Looks like rewards systems don’t quite cover the good kids as well as they should. Good thing that they are intrinsically motivated and feel good about the fact that they are great kids and their teachers love them!

———

A response post:

Your experience really points out what I think is a big problem with any reward-based behaviour program—the fact that the goal of the program (often not clearly stated) is simply to get kids to behave. When the goal is obedience, then the program isn’t truly too worried about the kids who are already obedient. Then things happen—just as they did in your school where a wonderful child is left feeling terrible. Of course, no one intended for that to happen but still that’s often the result.

That’s why I feel so strongly about DISCIPLINE WITHOUT STRESS. The goal is to raise everyone, not just those who are a big problem—so the program can focus on all kids. That’s what I love: EVERY kid gains. Some gain by bringing them up to Level C, while those who are already there gain, too. They learn about Level D, which is such a valuable understanding for living the rest of their lives. No other program that I’m aware of provides this understanding.

Thanks for participating on our mailring!

Kerry in British Columbia, Canada

Charity to Reduce the Drop-Out Rate

An issue of USA Today concluded an editorial entitled “Dealing with Dropouts” as follows:

“In this global economy, where post-high school study is often required even for blue-collar jobs, dropping out of high school usually amounts to an economic death sentence.

“It is imperative to get the size of the dropout problem out in the open and throw a lifeline to the young people at risk.”

Obviously, students who drop out of school are more likely to lack literacy skills or become responsible citizens. This is not only a school challenge, IT IS AN INCREASING HEALTH AND SAFETY CHALLENGE FOR SOCIETY.

In an attempt to develop more socially responsible young citizens and have youth find more success and satisfaction in school, I have started a nonprofit charitable organization.

Any K – 12 school in the United States can receive free books, a 100-page resource guide, a DVD, and a PowerPoint presentation.

Application information is at the Discipline Without Stress, Inc. website.

A Creative Procedure

Although procedures are the foundational step to efficient instruction and reducing discipline problems, sometimes we forget to be creative in their establishment.

In some cases, the teacher might create a new CLASSROOM PROCEDURE to proactively deal with misbehavior from certain students. In other words, rather than reacting to the same type of misbehavior day after day, the teacher might restructure the environment more carefully in a way that would allow immature students to be more careful.

Here is an example posted on the Yahoo group Discipline Without Stress:

This year in our primary classroom, we have a number of students who find it difficult to maintain appropriate behaviour in the cramped quarters of the cloakroom at dismissal time. To deal with this, we simply CHANGED OUR PROCEDURES for the cloakroom. Rather than having the whole class go into the cloakroom at the same time (which has always worked in previous years,) we divided the students into three groups (with the three most immature students each in a separate group). Now, each group has a turn in the cloakroom while the other students sit at their desks and chat with the teacher. As each group finishes up in the cloakroom, they return to their desks and a different group of children go and get their belongings.

Our problem was solved–not by trying to change the children–but by changing the routine.

Smile When You Speak

“You are never fully dressed without a smile,” sang Little Orphan Annie in the old Broadway musical. It turns out Annie may have been giving some shrewd advice.

Studies have repeatedly shown that people remember smiling faces better than neutral ones. Researchers at Duke University have found a physical explanation for the phenomenon.

Robert Cabeza and his colleagues “introduced” volunteers to a number of people by showing them a picture and telling them a name. Using Magnetic Resonance Imaging (MRI), the investigators found that both learning and recalling the names associated with smiling faces preferentially activated the orbitofrontal cortex, a processing area of the brain.

Although the studies are preliminary, it makes evolutionary sense that a smile would engender positive feelings. Smile at a baby, and the infant smiles back. Our brains are very sensitive to positive social signals.

These signals can be auditory as well as visual. You can even detect a smile in a person’s voice when on the telephone. Try this next time you make a phone call.You will be amazed at the results—both for yourself and for the listener.

Tag Questions

A tag question is simply a question offered quickly and nonchalantly at the end of a statement or observation. It encourages review of the previous communication. When using tag questions, you make a statement, then leave it up to the person you are talking with to think about what you have asked.

Tag questions in particular give teachers and parents a tool to help a young person review what has been said or done.The tag prompts an opportunity to have the young person reflect—without requiring an accounting to the adult.

Here are some examples of tag questions:

So you think that will help the situation, do you?

You meant that you can go to your friend’s house when you finished your homework, didn’t you?

That’s quite an achievement, isn’t it?

You didn’t really mean that, did you?

Do you really think that will get you what you want? No reply needed!

Substitute Teachers

A communication to me indicated that it would be difficult to have a substitute fully understand the system if the teacher hadn’t actually read the book.

I responded that a substitute teacher did not need to know the system at all. Also, I use the term “guest teacher” because of the influence it has on students. When I was an elementary school principal, as soon as the day started I was in the “substitute teacher’s” classroom and introduced the substitute by announcing that we had a guest teacher that day and that I knew the students would treat the teacher accordingly. Expectations for responsible student behavior were established immediately.

As a teacher, I had the following one-page at the top of my substitute teacher handbook:

GUEST TEACHER INFORMATION

Read to Each Class at the START of the Period:

This class understands levels of development. It is the basis of discipline in this classroom. A guest teacher need not be versed in the system to use it.

It is the responsibility of the class members to maintain their own discipline. Students know that they choose their own level of development.

If students behave and do the given assignment, they are on Level C or Level D and should not present a problem.

Level B students are the ones who defy your authority, act inappropriately, or are not good hosts to the guest in the classroom today. My students know that they alone choose their level of development and that they will accept the responsibility for their choice. I need a list of Level B students so they can carry out the assignment that goes along with their choice.

Please leave me a list of students who choose to act on Level B.

———

Upon my return, I had an individual conversation with each student on the list and ELICITED a CONSEQUENCE to help the student remember and would also ELICIT a PROCEDURE to redirect future impulsive behaviors.

Some Challenges of Classroom Teaching

Work and learning both require effort. However, they are so different that I devoted the epilogue in my book to the differences between “work” in employment and “work” in learning. The differences are so apparent to me that the only time I use the word “work”—as in “homework”—is in the index.

With this in mind, enjoy the following e-mail I received.

Have you heard about the next planned “Survivor” show? Three businessmen and three businesswomen will be dropped in an elementary school classroom for 6 weeks.

Each business person will be provided with a copy of his/her school district’s curriculum and a class of 28 students. Each class will have five learning-disabled children, three with A.D.D., one gifted child, and two who speak limited English. Three will have severe behavior problems.

Each business person must complete lesson plans at least 3 days in advance with annotations for curriculum objectives, and modify, organize, or create materials accordingly.

They will be required to teach students, handle misconduct, implement technology, document attendance, write referrals, correct homework, make bulletin boards, compute grades, complete report cards, document benchmarks, communicate with parents, and arrange and attend parent conferences.

They  also must supervise recess and monitor the hallways.

They must attend workshops (180 hours), faculty meetings, and curriculum development meetings. They must also tutor those students who are behind and strive to get their two non-English speaking children proficient enough to take the standardized tests.

If sick or having a bad day, they must not let it show.

Each day they must incorporate reading, writing, math, science, and social studies into the program. They must maintain discipline and provide an educationally stimulating environment at all times. The business people will only have access to the golf course on the weekends, but on their new salary they will not be able to afford it anyway. There will be no access to vendors who want to take them out to lunch, and lunch will be limited to 30 minutes. On days when they do not have recess duty, the business people will be permitted to use the staff restroom as long as another survival candidate is supervising their class.

They will be provided with two 40-minute planning periods per week while their students are at special events.

If the copier is operable (varies), they may make copies of necessary materials at this time. They cannot surpass their daily limit. They also must continually advance their education on their own time at their own expense.

The winner will be allowed to return to his or her non-education job.

———

When to Teach the Raise Responsibilty Sytem

QUESTION:

I had the pleasure of hearing you speak in New Orleans. Thank you for your encouraging words.

I am a fourth grade teacher who desperately wants to move away from students only working for rewards, which is the nature of “behavior plans” at my school. After implementing a few of your strategies in my classroom, I am pleased with the way my students have responded. Because I, and all their previous teachers, have used rewards, I am unsure how the students will react if I do away with all tangible rewards.

———

MY RESPONSE:

Use principle two, CHOICE, of the THREE PRINCIPLES TO PRACTICE of the Discipline Without Stress Teaching Model.

Rather than stopping the use of rewards, give your students the CHOICE. It sounds like the following: “For those of you who still feel that I need to reward you for doing what you should be doing, let me know and I will do so. For those who believe that you are mature enough not to need such rewards, you will find your efforts so much more satisfying.”

Once students—of any age—understand the difference between Level C (EXternal motivation) and Level D (INternal motivation), they quickly realize that token rewards are given to manipulate them.  They quickly lose interest in receiving such rewards.

———

The communication continued:
Do you think it is possible to make such large changes in my classroom late in the year? Or would I do better to make small changes this year, and start next year fresh without punishments and rewards?

———

MY RESPONSE:

Start NOW!

The students only need to know the four levels of social development. You can teach the hierarchy in one setting by just sharing the vocabulary concepts and then having students give examples of what each level would look like in your classroom. Study the SIGNIFICANT POINTS of the Raise Responsibility System.

Having a System is Superior to Having aTalent

Working in Harlem under contract for three years with the New York City Board of Education taught me an invaluable lesson: Having a teaching SYSTEM is superior to talent when a teacher faces challenging behaviors in the classroom.

The assistant superintendent and I were very impressed while observing a teacher one year. We agreed that the teacher was a “natural.” However, when I visited the teacher the following year, she told me three boys were such challenges that she could use some assistance.

Even teachers with a “natural talent” are challenged by student behaviors that teachers in former generations did not confront. To retain the joy that the teaching profession offers and to reduce one’s stress,  a SYSTEM to rely on can help significantly. THE DISCIPLINE WITHOUT STRESS TEACHING MODEL describes such a SYSTEM. It contains four phases:

I. TEACHING PROCEDURES
The first phase differentiates classroom management from discipline. DISCIPLINE is about self-control and impulse management and is the student’s responsibility. CLASSROOM MANAGEMENT is about teaching, practicing, and reinforcing procedures and is the teacher’s responsibility. The key to effective classroom management is not to assume anything—but to teach procedures for everything.

II. THREE PRINCIPLES TO PRACTICE
This second phase describes three universal principles that inspire and induce students to initiate their own changes. The principles are POSITIVITY, CHOICE, and REFLECTION. Using just these three principles can change a person’s personal and professional life.

III. BEING PROACTIVE IN DISCIPLINE
This third phase describes THE RAISE RESPONSIBILITY SYSTEM. It starts with being PROACTIVE by teaching a hierarchy of four (4) concepts relating to social (and personal) development. The hierarchy inspires students to WANT to behave responsibly. This is in contrast to the usual approach where the teacher reacts only AFTER an irresponsible behavior occurs. Teaching the levels at the outset has students wanting to behave responsibly ,reduces stress, and is both more efficient and effective.

After teaching the concepts, CHECKING FOR UNDERSTANDING is used when a disruption occurs. If misbehavior continues, then GUIDED CHOICES are used to help the student develop a procedure to help him/herself—or in severe cases, to elicit a consequence.

The approach is totally noncoercive (but not permissive) and employs internal motivation—rather than relying on shorter-lasting external manipulations of threats, punishments, or rewards.

IV. USING THE SYSTEM TO INCREASE ACADEMIC PERFORMANCE
This phase has students becoming motivated to put forth effort to increase learning—without the teacher’s use of any external motivators. Instead, the teacher refers to the four (4) concepts of the hierarchy. First, pictures are painted of the concepts in students’ minds BEFORE students engage in a lesson or activity. Then AFTER the activity, students take just a moment to REFLECT on their chosen concept. Students want to achieve at the highest level just by the nature of the hierarchy. By being PROACTIVE BEFORE and employing REFLECTION AFTER, motivation toward learning is significantly increased.

Japanese Motivational Approach to Increase Learning

The following is from a communication I received:

Dr Marshall:

I really enjoyed your presentation in Margate, New Jersey. I am a strong believer in positive thinking and you verified many aspects that have been helpful to me. You specifically spoke about a Japanese classroom during your talk. Unfortunately, I did not hear what you said because I was taking notes. Would you mind telling me the benefits of a Japanese classroom?

I also enjoy your newsletters. Even though I have been teaching for over 30 years, there is still so much to learn especially from experts like you.

Thank you,

Kathy Revelle

========
I responded as follows:

Dear Kathy,

The JAPANESE teaching model starts by tapping into student motivation. Teachers start lessons by giving students some activity that prompts curiosity, promotes a challenge, or shares something novel. MOTIVATION IS IMMEDIATELY AROUSED because curiosity is a wonderful motivator and because students WANT to find the answer or solve the problem.

In the UNITED STATES, many teachers ASSUME that the students are already motivated to learn. So they teach a lesson and then assign follow-up work——WITHOUT GIVING ANY ATTENTION TO MOTIVATION.

Unfortunately, too many teachers do not understand that education is about motivation.

Teachers would become more effective in promoting learning if they were to first ask themselves the reason they are teaching the lesson. Then (a) share that reason with students, and (b) plan an activity that creates interest at the outset of the lesson.

Marv Marshall

How Positive Behavioral Intervention and Supports Backfires

The following was posted at the mailring DisciplineWithoutStress hosted by yahoo groups.com:

I just wanted to quickly relay a rewards-based disaster.

One of our seventh-graders, in fact, the daughter of a teacher, recently wanted to go to the Positive Behavioral (and Intervention) Support (PBS) reward dance. She is an A honor roll student, never a discipline problem, and a wonderful kid. In the haste of “bribing” misbehaving students to be good, we neglected to “reward” her for doing what she had motivated herself to do. Long story short, she did not have enough PBS tickets to go to the dance. How horrible!!

Looks like rewards systems don’t quite cover the good kids as well as they should. Good thing that they are intrinsically motivated and feel good about the fact that they are great kids and their teachers love them!

———

A response post:

Your experience really points out what I think is a big problem with any reward-based behaviour program—the fact that the goal of the program (often not clearly stated) is simply to get kids to behave. When the goal is obedience, then the program isn’t truly too worried about the kids who are already obedient. Then things happen—just as they did in your school where a wonderful child is left feeling terrible. Of course, no one intended for that to happen but still that’s often the result.

That’s why I feel so strongly about DISCIPLINE WITHOUT STRESS. The goal is to raise everyone, not just those who are a big problem—so the program can focus on all kids. That’s what I love: EVERY kid gains. Some gain by bringing them up to Level C, while those who are already there gain, too. They learn about Level D, which is such a valuable understanding for living the rest of their lives. No other program that I’m aware of provides this understanding.

Thanks for participating on our mailring!

Kerry in British Columbia, Canada

Charity to Reduce the Drop-Out Rate

An issue of USA Today concluded an editorial entitled “Dealing with Dropouts” as follows:

“In this global economy, where post-high school study is often required even for blue-collar jobs, dropping out of high school usually amounts to an economic death sentence.

“It is imperative to get the size of the dropout problem out in the open and throw a lifeline to the young people at risk.”

Obviously, students who drop out of school are more likely to lack literacy skills or become responsible citizens. This is not only a school challenge, IT IS AN INCREASING HEALTH AND SAFETY CHALLENGE FOR SOCIETY.

In an attempt to develop more socially responsible young citizens and have youth find more success and satisfaction in school, I have started a nonprofit charitable organization.

Any K – 12 school in the United States can receive free books, a 100-page resource guide, a DVD, and a PowerPoint presentation.

Application information is at the Discipline Without Stress, Inc. website.

A Creative Procedure

Although procedures are the foundational step to efficient instruction and reducing discipline problems, sometimes we forget to be creative in their establishment.

In some cases, the teacher might create a new CLASSROOM PROCEDURE to proactively deal with misbehavior from certain students. In other words, rather than reacting to the same type of misbehavior day after day, the teacher might restructure the environment more carefully in a way that would allow immature students to be more careful.

Here is an example posted on the Yahoo group Discipline Without Stress:

This year in our primary classroom, we have a number of students who find it difficult to maintain appropriate behaviour in the cramped quarters of the cloakroom at dismissal time. To deal with this, we simply CHANGED OUR PROCEDURES for the cloakroom. Rather than having the whole class go into the cloakroom at the same time (which has always worked in previous years,) we divided the students into three groups (with the three most immature students each in a separate group). Now, each group has a turn in the cloakroom while the other students sit at their desks and chat with the teacher. As each group finishes up in the cloakroom, they return to their desks and a different group of children go and get their belongings.

Our problem was solved–not by trying to change the children–but by changing the routine.