Marvin Marshall biography and educational contributions

Marvin Marshall

School discipline has the object to ensure the safety of staff and students, and to create an environment that allows the most effective learning. Student misbehavior undermines these goals and makes it nearly impossible for the teachers and school as a whole to provide the rest of the pupils with the necessary education. Effective school discipline strategies seek to promote responsible behavior and to offer all students a positive educational experience as well as to limit misconduct as much as possible.

The word "disclipline" according to the American Heritage Dictionary of the English Language, refers to both prevention and remediation. It can be "training that is expected to produce a specified character or pattern of behavior" or "controlled behavior resulting from such training"; but it can also be "punishment intended to correct or train."

Over the past several decades, a number of models to react to, reduce or eliminate disciplinary problems were developed to deal with the fact that teachers all over the country were complaining that they could no longer teach effectively because of classroom disruption and student inattention. A number of researchers observed the disciplinary methods of many teachers, noting what did and did not work. They developed systematic ways to deal with the problems of class control.

One of the most recent methods has been developed by Marvin Marshall. It is called the "RAISE RESPONSIBILITY SYSTEM," which has proven to be a very successful discipline approach that encourages both responsible behavior and the wish to learn. The system uses internal or personal motivation, rather manipulative or negative external approaches including threats, punishments and rewards for expected standards of behavior. The RAISE RESPONSIBILITY SYSTEM is used across the entire kindergarten through 12th grade classrooms -- from small daycare centers to large high schools and in both urban and rural schools, of all socio-economic levels. Caregivers in all settings use the discipline system with their children of all ages. The system is also used throughout the world.

The system employs proaction concepts of Stephen Covey, noncoercion approaches of William Glasser, the collaboration and empowerment systems of W. Edwards Deming and the hierarchy and autonomy theories of Abraham Maslow.

The RAISE RESPONSIBILITY model includes the following four areas:

1) Teaching the Levels (Teaching)

Four levels of social development are taught:

D) Democracy

Democracy and responsibility are inseparable. Highest level

Develops self-discipline and demonstrates responsibility

Internal motivation - Takes initiative to do what is expected

Cooperation/Conformity

Complies with what is expected

Conforms to peer influence

External motivation

Only level sC and D. are acceptable classroom behaviors.

B) Bossing/Bullying

Bothers others - Bullies others

Must be bossed to behave

A) Anarchy

Absence of order - Aimless - Chaotic

2) Checking for Understanding (Asking)

Disruptions are handled by Checking for Understanding.

The strategy is to ask reflective questions pertaining to the levels -- not the behavior -- thereby eliminating the natural desire to deny or self-defend. Most situations are handled using this simple two-step approach of teaching and having students reflect on their self-chosen level of conduct.

Consider: When you tell, who does the thinking?

When you ask, who does the thinking?

Consistently asking students to reflect -- rather than telling them what to do -- is the foundation of actuating responsible behavior.

3) Guided Choices (Eliciting)

This third step is used for students who have already acknowledged irresponsible/inappropriate behavior and continue it.

Guided Choices stops the disruption by using authority without being punitive.

A procedure is elicited to prevent repetition of future inappropriate behavior.

EXTERNAL APPROACHES

The usual approach to school discipline is to teach using rewards and punishments. These are external approaches, which include various forms of manipulation, pressure, and coercion. Similarly, giving rewards for expected standards of behavior is counterproductive. A common myth is that rewards motivate young people to be responsible. The bribe becomes the focus, not the desired change. Certainly, if the person is interested in the reward (bribe), there may be some short-range success. However, this will change in the future. A major problem of bribing people with rewards is that the cost inevitably increases.

Another misconception is that imposed punishments are necessary to change young people's behavior. If this type of punishment worked, then once a youngster is punished the same behavior would not be repeated. Punishments operate on the theory young people must experience pain in order to grow into responsibility. It is expected that people who are intentionally hurt will act constructively thereafter. However, people cannot think positively with negative feelings. People do good when they feel good. Imposed punishments can force compliance but never commitment.

A third common myth is that young people need to be told what to do. It is possible to see how effective this approach is just by completing the following sentence: "If I've told you once, I've told you...." If telling worked, it would not be necessary to repeat oneself, and people would do what is wanted of them. Telling and lecturing are generally ineffective with young adolescents who are trying to assert their independence. Telling is often interpreted as criticism and promotes defensiveness. Please remember this key point: A change in behavior is as much emotional as it is intellectual. Negative emotions do not result in positive changes.

If such external motivational approaches were effective, discipline problems would be a footnote to teaching and parenting. These approaches are too often ineffective and counterproductive to fostering self-discipline and responsibility. In addition, they have little lasting effect on the person whose behaviors require change. Here is the paradox: It is important to help young people be self-disciplined and responsible. Both traits require internal motivation. Yet, rewards, punishments, and telling are external motivators and place the responsibility on someone else to instigate a change.

External motivators also fail the critical test: How effective are they when no one is around? Finally, external motivators are stressful to both parties.

On the other hand, if an approach is used where people are motivated to be responsible, where internal rather than external motivation is at work, then obedience becomes a natural outcome. http://www.marvinmarshall.com/pdf/promoting_responsibility/levels_of_development.pdf

See artwork)

The Raise Responsibility System handles disruptive behavior simply and easily. In the process, the system builds self-discipline, respect for self and others, and both individual and social responsibility. It also reduces stress for both adults and young people.

The three phrases of the system are (a) teaching the developmental levels, (B) checking for understanding, and - guided choices.

Phase I-- Levels of Development (TEACHING)

FOUR LEVELS of DEVELOPMENT ARE TAUGHT

Anarchy is to the lowest level of behavior. The word comes from Greek and literally means "without rule."

Lowest level of behavior

Absence of order

Aimless and chaotic

Absence of government

Anarchy is the fundamental enemy of civilization.

Bossing/Bullying a student behaving at this level violates the courtesies of class operations and accepted standards

Neither appropriate nor acceptable level of behavior

Bothers others

Bullies others

Breaks laws and standards

Obeys only when enforcer shows more authority.

Must be bossed to behave.

Cooperation/Conformity No society can exist without some measure of conformity. The term means complying to and cooperating with expected standards.

Appropriate and acceptable level of behavior

Considerate

Complies

Cooperates

Conforms to peer pressure

EXternal motivation

The key concept of this level is that the motivation is external. Once students become aware that external forces are manipulating them, they begin to feel liberated. A sense of freedom ensues when students have an understanding of external motivation. Such awareness and subsequent articulation assists adolescents to resist group temptations of an "anti-learning subculture." Understanding the inducement of peer pressure also helps young people decide against engaging in irresponsible acts not only inside but also outside of school.

Democracy Level D is the highest level of development. At this level, the motivation to be responsible is internal. The student has integrated the regulation of important behaviors.

Highest level of behavior

Develops self-discipline

Demonstrates initiative

Displays responsibility

Democracy and responsibility are inseparable

INternal motivation

The difference between level sC and D. is often in the motivation, rather than in the action. The difference between level sC and D. is often in the motivation, rather than in the action. The motivation on level C is external, but the motivation on level D is internal.

Behavior at this level is manifested in characteristics reminiscent of the classical virtues, i.e., qualities of character by which individuals habitually recognize and do the right thing. The four classical virtues of prudence, temperance, fortitude and justice -- as old as Aristotle -- are just as compelling today. Prudence is practical wisdom and making the right choices. Temperance involves much more than moderation in all things. It is the control of human passions and emotions, especially anger and frustration. Fortitude is courage in pursuit of the right path, despite the risks. It is the strength of mind and courage to persevere in the face of adversity. Justice, in the classical sense, includes fairness, honesty, and keeping promises. All depend upon self-discipline. Self-discipline implies responsible behavior. Clearly, the democratic level is the level that teachers aspire for their students.