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This is in contrast to a reactive strategy of dealing with disruptive behaviors after they occur.
The STUDENT identifies a LEVEL of development -- separating the BEHAVIOR from the PERSON. By identifying a level, rather than a behavior, self-defense is unnecessary -- thereby eliminating any antagonistic escalation that often takes place between student and teacher.
The system is NONCOERCIVE, thereby eliminating power struggles.
The program uses INTRINSIC motivation so students develop a DESIRE to be responsible -- both individually and socially.
As contrasted to the usual stress-increasing mode, teachers move into a STRESS-REDUCING mode when handling discipline problems.
REWARDS for EXPECTED BEHAVIORS are not used.
IMPOSED PUNISHMENTS are not used.
Since choices direct lives, CHOICE-RESPONSE THINKING is emphasized.
A disruption is viewed as a TEACHING OPPORTUNITY for raising responsibility.
GUIDING -- rather than a telling...
During the short interchange, the class is reinforcing the levels of social development.
The classroom maintains a POSITIVE LEARNING ENVIRONMENT at ALL TIMES -- even when discipline problems arise.
DEDUCTIVE approach is used. Four concepts are taught first -- before specifics. This is in contrast to the more common inductive approach of first teaching the specifics in order to arrive at general concepts.
CONSTRUCTIVIST teaching is used. Students create their own examples to make the levels of social development meaningful and relevant to them. THIS IS the REASON THAT the SYSTEM CAN BE USED at ANY GRADE LEVEL, in ANY SUBJECT FIELD, and in ANY CLASS or YOUTH SETTING.
The NONCOERCIVE, REFLECTIVE system PROMOTES STUDENT ACHIEVEMENT because it sets the stage for evaluation before instruction begins.
Responsibility in Student Behavior Previous research on behavior modification has varied in effectiveness with specific type of behavior, or class of behaviors, and the specific type of behavioral intervention (Packer, 2010). The research shows programs that attempt to teach skills, such as self-control and responsibility, as well as incorporate parents and home tend to be more effective than programs that just promote discipline or obedience. The management of contingencies, such as
Relying too much upon discipline create resentment in the mind and heart of the child because it is punitive, blatantly telling the child he or she is wrong (however lovingly) and does not solicit input from the child. It is also highly individualized in nature, which can make the child feel (rightly or wrongly) that he or she is being singled out and treated unfairly by an authority figure. Management Group management
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify the