Posts Tagged The Raise Responsibility System.Discipline System

Module 30: The Raise Responsibility System

This module shows where the DISCIPLINE program, referred to as the Raise Responsibility System, fits into the teaching model.

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Module 31: A Horse Analogy and Trust

This module shares the philosophy that every time an adult uses authority, the student is deprived of an opportunity to become more responsible. The principles of collaboration and noncoercion are emphasized. A demonstration is shown of how a wild horse is trained in less than 30 minutes as an example of how to influence others by not using coercion. The importance of trust is demonstrated in a classroom and how necessary it is for students to feel safe in your classroom. The module ends with a challenge.

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Module 32: Understanding Behaviorism

This module shares the idea that successful teachers are proactive, rather than just reacting to students’ inappropriate behaviors. Classical conditioning and behavior modification using reinforcement are explained and how Tom Sawyer was a better psychologist than B.F. Skinner, the mentor of the theory used in much of today’s education in the area of influencing behavior.

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Module 33: Understanding The Hierarchy of Social Development

This module demonstrates that being proactive does not mean informing students in advance of consequence for inappropriate behaviors. Not knowing is more effective than knowing. The concept of hierarchies is introduced along with the idea of how we inadvertently confuse Jean Piaget’s stages of cognitive development. Level A (anarchy) of the Hierarchy of Social Development is explained along with visuals describing all four concepts or levels. A procedure is explained describing how to teach the levels. Teaching the levels of the hierarchy is the proactive stage of the discipline system.

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Module 34: Underestanding Levels A and B

This module explains how to teach the two lower levels of inappropriate behaviors along with the origins of these concepts. The connection between feelings and behavior is reviewed. How counterwill is totally avoided by teaching the levels is explained. The module asserts that discussing unacceptable levels of behaviors is more effective than sweeping these concepts under the carpet. Finally, the term bullying has a verbal ending to emphasize the point that when someone acts on this level a choice is being made. Using a verb rather than a noun prevents labeling anyone a bully.

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Module 35: Handling Bullying

This module shares a way to reduce bullying. It demonstrates how to empower students to react to being bullied and never become a victim of it. It concludes that the most effective way to learn how to react to bullying is to discuss it rather than ignore it.

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Module 36: Understanding External Motivation

This module introduces the first level of motivation—external motivation. It is explained along with how the concept of cooperation, which is expected, differs from the concept of conformity that can have a negative effect on young people who have a strong desire to be liked and conform to their friends. Having the vocabulary empowers against negative peer influence. How teachers inadvertently aim at Level C (external motivation) rather than Level D (internal motivation) is demonstrated along with the difference between these two levels.

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Module 37: The Effectiveness of Internal Motivation

This module introduces the relationship between democracy and responsibility and the reason for the use of the term “democracy” for this level. A classic story is told about motivation and its relationship to Level D and how rewards change motivation. The module explains how everyone operates on all four levels at various times. The module explains that Level C is expected and Level D is voluntary. A technique is demonstrated that shows how much more satisfaction people receive by taking the initiative to be motivated at Level D.

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Module 38: Differences between Levels C and D

This module demonstrates that the behavior on Level C and Level D can be identical. The difference between the two levels is in the motivation. The more the difference between the two levels of motivation are discussed, the more students want to become responsible.

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Module 40: Checking for Understanding

This module explains what to do when a student has been taught the levels and continues to act on one of the unacceptable levels—A or B. After teaching the hierarchy, this second phase of the discipline system is referred to as Checking for Understanding. Simple cognitive learning theory is applied: teaching and then checking for understanding. We find out if the disrupting student has learned what was taught. The activity has the youngster simply acknowledge having chosen an unacceptable level. This phase is so effective because it separates the act from the actor, the deed from the doer, a good kid from inappropriate behavior by not prompting counterwill.

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