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Marv - Greetings! I'm in Portland, OR, for the National Middles School Assn Conference. Where are you located.
Nancy - Oklahoma City
Marv - Let me know if you have any question I can answer.
Nancy - I have a question about using your approach in connection with behavior intervention plans
Holly - I am in Crane, MT. I am taking internet classes to become certified in secondary ed.
Nancy - I am a special ed. teacher and must write behavior plans that include positive and negative consequences
Marv - How far is Crane from Bozeman?
Holly - About 500 miles. I am very near the ND border.
Marv - Nancy, do you find that your system is successful?
Holly - What are your other two principals to practice after Be positive.
Nancy - no, but I am locked into using them by law
Marv - As a quick review, there are three parts to the Raise Responsibility System and three principals to practice.
Marv - The three principals are: (1) Be positive with students.
Marv - Just ask yourself, "Will students feel good after what I say to them?"
Marv - 2) Empower them with choice. Let students know that to learn or not to learn is their choice--that you won't force learning because you can't. However, only an appropriate level of behavior is allowed in the classroom.
Marv - (3) Have them reflect. The most effective route to change is through self-evaluation and reflection,
Marv - The three parts to the RAISE RESPONSIBILITY SYSTEM are:
Marv - (1) Teaching levels of social development--from lowest to highest: A=Anarchy, Bullying=B (Neither are acceptable.)
Marv - (2) Checking for Understanding. This means asking reflective questions. Students reflect on the level of inappropriate behavior. (level B)
Marv - (3) Eliciting a procedure and activity to assist the student to use self-control (impuilse management) in the future.
Marv - The RAISE RESPONSIBILITY SYSTEM can be suumed up in three words: teaching, asking, and eliciting (if necessary).
Nancy - I have begun putting you principals into my teaching but I don't know how to address the intervention plans that must be in my IEPs
Marv - Nancy, I'll give you some suggestions. Stay tuned.
Nancy - great!
Marv - For a positive intervention: Ask the student if he/she is pleased with his/her work.
Marv - If the student says, "No," ask what can be done to have him become more successful. If the student says, "Yes," ask the student how he feels.
cdell - Marv, would like you to know I have a class of student teachers in your chat tonight
TomS - Hello, I am one such student
Marv - Unless the law specifies that something physical needs to be given or taken away, you will not be breaking the law by using internal rather thatn external motivation.
cdell - I have asked that they report back on what they learn
Kary - hello, I'm another student
Marv - cdel: Thank you. It makes the effort worthwhile. Much more is on my website at www.MarvinMarsahll.com than I can share in a chat room.
MW - I claim to be the same....
TomS - Well, we'll lurk and try to learmn
cdell - Thank you. We will be looking at your website
Nancy - I am sure that's true. I'm just not sure how to set internal motivation techniques up in advance on an IEP
Marv - Here are two things to keep in mind: (1) Teach to positive emotions. Have them do something or you say some encouraging remark to prompt them to feel good.
cdell - Can you share with student teachers the most important aspect of setting up a classroom?
Marv - The second is that you control the conversation by aking questions. Continue to ask questions that will get students to reflect on their level of behavior.
NLove - How do you work with a child who is a drug baby and is surrounded by a negative environment?
Carol/pre K - Marv, i just join so I missed the beginning after last month's chat I got your book. I was doing some of things already.
Marv - RE: setting up a classroom. Teach procedures for everything you want the student to do. Don't assume they know how to do anything. Teach a procedure for it, practice it, and periodically reinforce it. That is the key to classroom management.
Kary - how do you respond to students who are constantly shouting out inappropriate remarks to get laughs?
Carol/pre K - Here's my ?; is when teaching the ABCD levels how indepth do I go with preschooler most are 3 yrs and over half is ESL
Marv - RE: a drug baby--just keep on asking reflective questions. You will not be able to change the student. He will only change himself. Teach some type of impulse control--such as the stoplight procedure.
Marv - RE: Shouting out. Ask, "How long do you intend to continue this? (Asked in private) Than say, "Show me what a person on level D would do the next time the impulse occurs., "Show me wj
Nancy - what is the spot light procedure?
Carol/pre K - Right now I'm mostly focusing on C & D I'm not sure if I want to give Them B formally
Marv - RE: the younger set--Have them give examples of each level--and keep asking what level they are on if they act inappropriately.
Darcy/PK - How do you retain your sanity with a child who constantly runs out of the classroom and goes limp and falls on the floor when given directions she doesn't want to follow? argh when
Marv - RE: ESL--Don't let it be an excuse. These kids are like sponges. They will pick up the vocabulary very quickly.
Marv - I'm mostly focusing on C & D I'm not sure if I want to give Them B formally GOOD!
MW - Can you offer a tip on how to gain respect from students in secondary education as a student teacher?
Marv - RE: Running out of the classroom. What grade level?
TomS - Re: ABCD: Is this a technique covered on your website?
Darcy/PK - Pre-K level
Marv - Tip for secondary student teacher: Teach the four levels of social development (ABCD) Let them know that only levels C & D are acceptable.
Nancy - please explain spotlight procedure
TomS - Will this work also for primary? Just AB? Not CD?
Carol/pre K - I have what use to be our rules chart which I know call 'we are responsible for .... the children came up with being safe, nice and listening. For each one we took pictures of the children doing them and also what words we would hear and we refer to it often when any inappropriate behavior happens.
MW - As TomS asked, can we find this type of teaching; four levels of social development (ABCD) on your website?
Darcy/PK - Pre-K level - running out of the classroom
Marv - The ABCD levels are the core to the RAISE RESPONSIBILTIY SYSTEM. There are a number of articles which explain them and a Gazette article on teachers. net--I think in the Septe
TomS - Thank you. I'll look them up.
Marv - Suggestion. See the April, 2002 issue of the teachers.net/gazette. You will enjoy the letter from a special education teacher. The article also describes the RAISE RESPONSIBILITY SYSTEM.
Lynn - Anyone have tough inner city--primary age children???
Darcy/PK - ok, thanks
Carol/pre K - It was also refreshing after reading about teaching procedures and not including them as a rule. And to remember to teach them.
Nancy - is the spotlight procedure in your book? website?
Sandy - Does the 'System' include telling children that there are consequenses to each choice they make?
Marv - Yes. It is a real challenge. I work with schools in Upper Manhattan and Harlem in New York City. You need lots of patience and periodically need to isolate some students.
Marv - RE: Telling consequences. The system does not suggest t his. Not knowing what will happen is far more powerful than letting a student know what will happen. For example, whispering to a student who is misbehaving, "Don't worry what we will do about this. I'll talk with you later" will have the student stop his behavior much sooner that telling him what will happen. The kid will wonder what will happen. Kids want security. Not giving it to them is a powerful way to direct them.
MW - Can you tell us where we can we can find the "spotlight procedure"?
Marv - RE: the Spotlight. It is in the book but not on the website. If you go to the website and mail me a request
Marv - REQUEST with a self-addressed stamped envelope, I will send you one.
Nancy - not telling consequences goes against traditional approaches to discipline
Marv - The mailing address is Discipline without Stress, P.O. Box 2227, Los Alamitos, CA 90720
Nancy - those that are taught in preservice teacher ed. programs
novice - what's the email address for the "spotlight procedure"
Marv - The RAISE RESPONSIBILITY SYSTEM is 180 degrees opposite from traditional approaches. If you want to continue getting what you getting, continue doing what you are doing.
Nancy - as well as what we hear repeated in our inservice training
Nancy - I agree but how do we stop the cycle?
Sandy - I would think that for primary children, you would want to teach them about consequences for there actions.
Marv - Traditional ways are counterproductive in a number of ways--and most people don't even realize it. One example. The stress should be on the student. Current approaches puts the stress on the teacher.
Marv - With primary students: Helping them with a procedure to control their impulses is far more effective than telling them a consequence. Many of these students act impulsivley and spontaneously. Giving them a consequence is of little help to many of them..
Sandy - Isn't that discipline with stress?
Carol/pre K - It does go against the traditional thoughts but it is working with my preschoolers and having set consequence may not fit the situation and seems to cause more stress. When there is a consequence then a rule is in place and now I'm an inforcer not a teacher
TomS - Sandy: Don't you think though that spelling out the consequences do not always work? What if the consequense is no big deal to the child?
Kary - Do you give a traditional warning first and then whisper in the child's ear if they continue the behavior? Do you use this method all the time or just with the major issues?
Marv - Carol: You've got it!
Sandy - Thanks Carol. I don't want to be an enforcer
Carol/pre K - Kary I used it all the time with the little and big issues
MW - I really like this tactic of not telling the consquences. I have found myself at times practicing it without even meaning to, because I couldn't think of a consequence.
Carol/pre K - By not giving the consequences the children can actaully take responsibility for their actions
Marv - The procedure of teaching levles of social development, asking reflective questions to have the student self evaluate, and eliciting a procedure works in classrooms, on playgrounds, in the cafeteria, and at home.
Sandy - Carol can you give an example?
Marv - Remember though, good judgment is always in order. If two children are fighting, you don't ask them on what level they are acting.
Donna - Well, I got here way too late. I think I know those inner city kids you see. I work with the Fresh Air Fund in PA. No really, they're all great. Sorry I butt in and VERY SORRY to have missed this discussion.
Carol/pre K - Sandy an example of what ?
Marv - The discussio is archived.
Donna - GREAT, obviously I'm new at these things.
Sandy - I guess I need to research this more. I am definately ready for a change in discipline procedure.
Carol/pre K - Sandy you can e-mail and I would be glad to share more insights and I'm continuing to learn the system
Marv - May I suggest, if you haven't already, subscibe to my monthly free e-zine at <www.MarvinMarshall.com>. I answer questions on it. I also talk about how to promote responsibilit, increase your effectiveness, and improve communications.
Nancy - are there any other special ed teachers here?
Carol/pre K - Marv, Thanks so much for being willing once month to help answer ? and give suggestion It has helped me to know I'm understanding the principles.
Marv - Folks, it's that time. I'll be back next month, Wednesday,November 27, at 5:00 Pacific, 8:00 Eastern time. Have a good month.
TomS - Thank you
Kary - thanks!
MW - Thanks for your time and insight...Ü
Carol/pre K - Good bye thanks again Marv
Gazette Articles by Dr. Marshall:
- Ronald Reagan and the Art of Influence (June 2009)
- Discipline Is a Liberating Word (May 2009)
- Eliciting vs. Punishments (Apr. 2009)
- Habit vs. Awareness for the 3 Practices and for the Hierarchy of Social Development (Mar. 2009)
- How to Be Consistent (Feb. 2009)
- Teaching is an Art, Not a Science (Jan. 2009)
- Tapping Into Internal Motivation (Dec. 2008)
- People Do Better When They Feel Good (Nov. 2008)
- The Brain and Sleep (Oct. 2008)
- Using a Butterfly Analogy to Explain the Hierarchy of Social Development (Sept. 2008)
- 5 Classroom Tips (Aug. 2008)
- Discipline Without Stress, Inc. (July 2008)
- Visualization (June 2008)
- Promoting Responsibility - Or How Not To (May 2008)
- Immaculate Perception (April 2008)
- A System Is Superior To Talent (Mar. 2008)
- To promote responsibility, Elicit Rather Than Impose (Feb. 2008)
- Understanding Boys (Jan. 2008)
- Descartes' Error: I think; therefore, I am (July 2003)
- Metacognition -- Thinking about Thinking Is Essential for Learning (June 2003)
- Listening Lessons -- How to Help Kids Learn and Comprehend (May 2003)
- Approaches of Outstanding Teachers (Apr 2003)
- Using a Discipline Approach to Promote Learning (Mar 2003)
- Curriculum, Instruction, Classroom Management, and Discipline (Feb 2003)
- Learning and Relationships, The two are inseparable (Jan 2003)
- Accountability in Schools (Dec 2002)
- Suggestions For Motivation (Nov 2002)
- Given Names - When NOT to Use Them and when TO Use Them (Oct 2002)
- The Power Of Hierarchies (Sept 2002)
- Use the Language You Want Learned (Aug 2002)
- Observations From Last Year (July 2002)
- How The Horse Whisperer Trains a Wild Mustang in 30 Minutes (June 2002)
- Using Breath Management for Better Listening and Voice Preservation (May 2002)
- Reducing Stress By Promoting Responsibility--Rather than by Attempting to Manipulate Behavior (Apr 2002)
- Rules Vs. Expectations (Mar 2002)
- How to Achieve 100 Per Cent Student Participation (Feb 2002)
- Positivity, Choice, and Reflection Exercise for Students (Jan 2002)
- Learning Climate (Dec 2001)
- Reflection and Self-Evaluation (pt 3) (Nov 2001)
- Reflection and Self-Evaluation (pt 2) (Sep 2001)
- Reflection and Self-Evaluation (pt 1) (May 2001)
- The Empowerment Of Choice (pt 2) (Apr 2001)
- The Empowerment Of Choice (pt 1) (Mar 2001)
- Power Of Positivity (pt 2) (Feb 2001)
- Power Of Positivity (Jan 2001)
- Home Assignments (Dec 2000)
- Collaboration is the Key (Nov 2000)
- Classroom Meetings (Aug 2000)
