These two higher levels of motivation are BOTH acceptable.

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The two lower levels of behavior are NOT acceptable.

LEVEL B - Bullying/Bossing
Bosses others
Bothers others
Bullies others
Breaks classroom standards
Needs to be bossed to behave

This level is characterized by a lack of impulse control, a lack of consideration for others, and by displaying inappropriate behaviors. See Reducing Bullying.

LEVEL A - Anarchy (lowest level)
Noisy
Out of control
Unsafe

This level is characterized by the absence of order and by chaos.

Sample hierarchies for primary, upper elementary, and middle/high school levels are available at Levels of Development.pdf.

The levels (concepts) can be taught with examples from home, from school, and from the community--as well as with stories and events from around the world. Eliciting examples of each level increases understanding and makes the concepts more meaningful and personal. Read how one teacher taught the hierarchy at A Butterfly Analogy.

SIGNIFICANT POINTS:

Although some adults initially feel uncomfortable using the vocabulary, the specific terms used to describe the levels have been found to be the most effective in empowering students to resist bullying, resist negative peer influence, and bring satisfaction from one's own efforts.

Since all language has meaning only in context (e.g., when to spell to, too, two), students of all ages have no problemconfusing lettersusedin gradingand the levelsof development. Also, students of ALL ages can understand the terms; however, the concepts and meaning behind each level vary depending upon age.

Teaching the levels has a number of advantages. Two of the more significant are: (1) The deed is separated from the doer so students never need to defend their actions (which often lead to adversarial confrontations), and (2) The vocabulary can be used in every grade level by every staff member.

ADDITIONAL NOTES:

(1) The hierarchy is NOT an assessment tool for someone on the outside looking in. No one can know the motivation of another person with complete accuracy. In a classroom when all students are putting forth effort to learn, the motivation of some students will be at Level C while others will be at Level D. Only the individual students themselves can accurately assess their level of motivation.

(2) As we live our lives, we all experience the various levels. If you have experienced great anger, chances are that your concern was about you, with little concern of the effect that your behavior had on others (Level A). If you ever drove faster than the speed limit, you made your own rules of the road (Level B). If you were courteous and considerate of others, your motivation could have been to do what others were doing (Level C), or your motivation could have been to be courteous and considerate of others because that was the right thing to do (Level D).

To perpetuate a civil society, motivation at Level C is essential, and this is the motivational level at which most of us live our lives most of the time. When working with young people, however, the GOAL is to promote motivation at Level D because motivation at this level brings the most satisfaction from one's efforts. Key concept: Obedience (Level C) does not create desire.

(3) Rewarding Level D motivation is counterproductive. Since rewards change motivation, once a reward is given, Level D motivation will be compromised. Receiving the reward might very naturally become the motivational focus.

(4) Using the hierarchybecomes significantly more effective when you FOCUS on the DIFFERENCE BETWEEN THE MOTIVATIONAL LEVELS OF D and C. The more you make this your standard practice of having students reflect on their motivational level, the more effectively the system serves both you and young people.

See Using the Hierarchy to Promote Learning.

The following site will shorten the learning curve for those new to Discipline Without Stress: A Quick Start.

Copyright © 2008 Marvin Marshall.

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