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Promoting Responsibility Newsletter -
October 2001
This week's edition is arriving a
few days earlier than the usually scheduled second
Friday of each month. The reason is that I will be in
Kuala Lumpur as guest of the Minister of Education
presenting a three-day staff development program to
educators in Malaysia.
PROMOTING DISCIPLINE & LEARNING
Companion to www.MarvinMarshall.com
The Monthly Newsletter
Vol. 1, No3
October 2001
http://www.MarvinMarshall.com
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IN THIS ISSUE:
1. Welcome
2. Promoting Responsibility
3. Increasing Effectiveness
4. Improving Relationships
5. Your Questions Answered
6. Your Reaction, Please
7. Public Seminars
8. What Others Are Saying About The Book
 "DISCIPLINE
WITHOUT STRESS, PUNISHMENTS or REWARDS
How Teachers and
Parents Promote Responsibility & Learning"
9. About this Newsletter
Welcome to
another academic year of test madness where children are
losing their childhood and where youngsters as young as
third graders are demonstrating anxiety in increasing
numbers.
Business,
government, and --unfortunately -- even educational
leaders have fallen into the simplistic approach that
accountability equals test scores. Dr. W. Edwards
Deming, the American who brought true quality to the
workplace and who was a statistician by training,
commented that the most important characteristics cannot
be measured.
Here are
some characteristics which make for success that
high-stake testing do not measure: creativity, thinking,
motivation, ambition, persistence, humor, reliability,
politeness, enthusiasm, civic-mindedness,
self-discipline, self-awareness, empathy, leadership,
and compassion. The most important characteristic has
not been mentioned -- and here is how you can have some
fun with it.
If
A B C D E
F G H I J K L M N O P Q R S T U V W X Y Z
equals
1 2 3 4 5
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26
then
K+N+O+W+L+E+D+G+E
(11+14+15+23+12+5+4+7+5) = 96,
and
H+A+R+D+W+0+R+K
(8+1+18+4+23=15+18+11) = 98.
Both are
important, but both fall short of 100.
The most
important factor, however, hits the magic mark, viz.,
A+T+T+I+T+U+D+E
(1+20+20+9+20+21+4+5) = 100.
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| 2. PROMOTING
RESPONSIBILITY |
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The
civilized world was dealt a severe blow on September 11
(911).
This is a
moment of moral clarity for the United States. During
the last few decades, we have been a nation that has
questioned whether good and evil, right and wrong, true
and false really exist. Some have questioned whether one
nation's moral values are better than another's.
Last
month, we have clearly seen the face and felt the hand
of evil. Moral clarity should bring with it the
responsibility to identify an evil act. Good and evil
have really never gone away; we merely had the luxury to
question their existence.
Although
it is always interesting to analyze motives, one is
judged by what one does. Judgment of behavior is
critical -- not the motivation, justification, or
rationalization.
We should teach young people (and sometimes,
ourselves) that regardless of how we feel -- regardless
of our emotions -- we are judged on our behavior. Using
accurate and precise language clarifies behavior. Call
the attack what it was -- evil.
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| 3. INCREASING
EFFECTIVENESS |
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One of the
most effective practices is to listen as if you were the
other person who is talking.
For
example, looking at a situation from my wife's point of
view benefits me. We settle what could be a disruptive
situation a lot quicker and more effectively than if I
looked at the situation only from my point of view.
This is a conscious choice that I make. When I do
this, I get better results than when I do not. I
practice an alertness to situations where I can employ
this technique so that it becomes a "habit of mind," as
Dr. Art Costa refers to it.
I feel
good when I take charge of my own behavior because I
feel that I am more in control.
This
strategy means that I set aside some of my own views and
redirect some of my impulsive reactions. It means that I
ask reflective questions. It means I empathize. These
skills require practice. Furthermore, there is a
commitment -- a trying to get better at it.
After the
conversation with my wife, I look back and reflect: "Did
I do a good job?" "Could I have done it better?" "What
might I do better next time when we have one of these
situations?" "What procedure will I follow to be sure
that I implement my intentions?
One of the
beautiful characteristics of being human is the
opportunity for continual improvement.
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| 4. IMPROVING RELATIONSHIPS |
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We are
trained in a deficit model -- to fix what is wrong. In a
very real sense, our attention is geared at fixing
others.
After a
meeting with teachers, the student said to his mother,
"Why didn't they talk more about my social studies --
what I am good at instead of what I am not good at. All
they want to do is fix what is wrong with me."
The mother
responded by saying, "They are trying to help you."
The
student retorted, "No, they are trying to fix me."
Such are
the perceptions of the parent and child. What should it
be for the teacher? The answer lies in the question,
"What optimizes learning?"
Great
teachers know that learning is based on motivation and
that someone is motivated to do positive things when
feeling good, not when feeling bad.
By
building on interests and strengths, we tap into
positive motivation. For example, the teacher
acknowledges Stacey's skill for analyzing social
situations. The teacher then challenges Stacey to bring
that same analytical talent to math or English and
concludes with an empowering statement such as, "I know
you can apply that skill in other subject areas."
We should
be building on people's strengths as a path for their
improvement in other areas.
I am not
saying we should ignore the negative or not call
attention to what needs improvement. But people get to
success through assets, rather than through liabilities.
This is especially the case with so many students at
risk who have perceptions of more academic liabilities
than assets.
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| 5. YOUR QUESTIONS ANSWERED |
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Question:
We have
been discussing how to use the Raise Responsibility
System in our classrooms and have a few questions.
First,
when checking for understanding, if the student
identifies the level correctly, do you still give a
referral to fill out or do you only use a referral if
the student does not give appropriate responses to the
teacher questions?
Response:
Neither.
A prime
reason why the levels are taught (Phase I) is to create
a benchmark or reference frame. Checking for
understanding (Phase 2) is the second step of simple
cognitive learning theory. First we teach (levels); then
we test (check for understanding of the levels).
In
checking for understanding, the student acknowledges the
level of chosen behavior. By identifying a level --
rather than the specific behavior -- the student does
not have to self-defend. By separating the two, it is
easy for the student to accept responsibility for a poor
behavioral choice.
Once the
student acknowledges an unacceptable level of behavior
by identifying level A or B, checking for understanding
is completed. The teacher immediately returns to the
lesson.
If the
student does not give an appropriate response
(acknowledging level A or B), just ask the class. By
asking the short, simple question, "On what level is
that behavior?" the levels of social development are
being reinforced to the entire class. And class members
will answer the question. Do not spend more than 30
seconds on this procedure. Remember, the purpose of
phase 2 is to have the student become aware of
inappropriate behavior and take ownership of it.
The third
part of the Raise Responsibility System (phase 3) is
employed when the student has already acknowledged
inappropriate behavior and continues it.
In using
phase 3's Guided Choices, whenever possible -- and this
is done privately, not taking class time -- elicit a
consequence rather than imposing one. In this way, the
student has more ownership of the consequence.
Question:
Second,
after a student fills out an essay or a self-diagnostic
referral and gives it to the teacher, is it best to read
it right away and respond in front of the class?
Response:
Read it to
be sure the student has taken responsibility. Both forms
are private between you and the student. The class
should not be involved in neither an essay nor a
self-diagnostic referral.
Question:
Should it
just be put on the teacher's desk and an appointment
made to discuss it, or is there not a discussion with
the teacher?
Response:
The main
purpose of Guided Choices (phase 3) is to isolate the
student, give the student an assignment for reflection,
and for the teacher to immediately return to teaching.
Before
dismissal, ask two questions: (1) "Do you know why the
form was given you?" With level B, the teacher uses
authority but clears the air with the second question:
"Do you think it was personal?" You want the student to
understand that you have no ill feelings. You are only
after more responsible behavior.
Remember,
the key to the program is neither the essay nor referral
form. It is having your students understand the
differences between level B (unacceptable behavior),
level C (conformity and peer pressure), and level D
(doing right because it is the right thing to do,
regardless of peer pressure,.i.e., taking initiative and
being responsible).
Finally,
emphasize the maxim: If you want to be proud of
yourself, then do things you can be proud of.
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Top
I recently
received the following e-mail:
It would
be great if somehow a chat room could be set up for like
minded teachers. It could be a site for those who wish
to be positive and non-punitive in their methods in
dealing with youngsters, where they could share their
trials, their successes and their concerns, and perhaps
obtain some advice and feedback from colleagues and
experts such as yourself. Dr. Marshall, do you think
anybody would be interested in something like this? If
so, maybe you could perhaps incorporate something like
this into your web page.
First, a
clarification:
A chat
room is a real-time live environment that requires two
or more participants to be typing back and forth,
similar to an AOL chat room.
A bulletin
board is a question area where people can post questions
or thoughts and then others can view the postings and
post replies at any time.
If you
would be interested in a chat room or a bulletin board,
please indicated your interest and preference by e-mail.
Mailto:Newsletter@MarvinMarshall.com
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For
Educators, Youth Workers, and Parents
DISCIPLINE
WITHOUT STRESS, PUNISHMENTS or REWARDS Ü
Promote Responsibility and Learning
SPONSOR:
Staff Development Resources -- unless otherwise noted.
Request a
brochure for complete information. Call 800.678.8908.
El Paso,
TX October 24
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Call
402.472.2175
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IL November 14
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CA March 14
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So. San Francisco March 20
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| 8. WHAT OTHERS ARE SAYING
ABOUT THE BOOK
DISCIPLINE
WITHOUT STRESS, PUNISHMENTS OR REWARDS
How Teachers and
Parents Promote Responsibility & Learning" |
|
"This book
delivers! It will dramatically improve the quality of
your own life and make an astounding difference in your
relationships with others."
John Gray,
Ph.D.
Author of MEN ARE FROM MARS, WOMEN ARE FROM VENUS
Carried
by:
National
Association of Elementary School Principals
National Association of Secondary School Principals
National School Boards Association
Phi Delta Kappa International
National Professional Resources
Performance Learning Systems
The Brain Store
ORDER
INFORMATION:
Phone:
800.606.6105 (USA) - 714.995.0989 (International)
Fax:
714.995.3902 (purchase orders)
http://www.DisciplineWithoutStress.com
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9. ABOUT THIS NEWSLETTER: |
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REPOSTS and REPRINTS:
Permission to repost or reprint this newsletter in whole or in part is granted
as long as the following link is included:
http://www.MarvinMarshall.com.
COPYRIGHT:
© Copyright 2001 Marvin Marshall. All rights reserved.
PRIVACY STATEMENT: Your address will always be kept confidential and will not be
released to anyone.
Back issues are archived online at:
http://www.marvinmarshall.com/newsletter/index.htm
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