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QUESTION:
I have a student in my high school class who continues to do
her Latin homework in my English class. Her Latin class
follows mine. Any suggestion would be appreciated.
RESPONSE:
Have a conversation sharing the idea that you are teaching
because you enjoy having young people learn and that when a
student is doing something else in your class, she is
depriving herself of learning what you are teaching and ALSO
depriving you of your joy of teaching.
Ask her how she would feel if she were the teacher and you
were the student doing what she is doing in HER class. Then
ELICIT from her a PROCEDURE to help her to refain her
impulse in the future.
Review for her that she is acting on Level B, making her own
standards and that a person on this level only follows a
greater authority. Let her know that behavior on this level
means that she has given you the authority to make a
decision for her. Inform her that your decision will be for
her to go to her Latin teacher's classroom and complete her
Latin homework in that teacher's classroom--not in yours.
THEN GIVE HER AN OPTION OF COMING UP WITH ANOTHER CHOICE.
------
Notice the approach. You have given her the opportunity to
see the situation from your standpoint. You have given HER
THE OPPORTUNITY to resolve her acting on an unacceptable
level (Leve B - where authority, but without punishment, is
necessary). You would do so--but have also given her the
opportunity to be on a more acceptable level (C or D).
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Psychologist Linda Pagani of the University of Montreal
thinks that kindergarten is a time when the prefrontal
lobes--the seat of whats known as executive function, or
what some researchers call effortful control--are just
developing. The more training the brain receives at this
stage for impulse control, the better it will function later
in life. (Time December 2, 2009 p.58)
An impulse control approach is described in the parenting
book at http://parentingwithoutstress.org/ and at
http://www.marvinmarshall.com/impulsemanagement.html.
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| 7. Discipline without
Stress (DWS) |
|
A comment was made regarding "giving young people a
meaningful voice in their education" at the mailring:
http://groups.yahoo.com/group/DisciplineWithoutStress/
Kerry made an interesting point, as follows:
Giving kids "a meaningful voice in their education" is not
my goal when I use ideas from DWS in my teaching or
parenting. Perhaps I misunderstand what you are seeking
but to me it sounds as if you want kids to have more choices
and more say in their education in general. I'm thinking
that you have a different goal than I have in mind. Maybe
you seek to have more autonomy for kids with what they study
and how they learn and how the school is run.
I use DWS to help kids understand more about their personal
behaviour. I use it to teach them the difference between
external and internal motivation so that they can make
informed and conscious decisions about their own behaviour.
I want them to understand that they always have the choice
in any situation; they can choose to be externally driven or
internally driven. Level D can accurately be described as
"freely chosen autonomous behaviour."
A person who is conscious about their personal behaviour
then has the opportunity to choose autonomous behaviors
consciously. I use DWS as a tool to help make this
understandable to students at all the various grade levels.
I endeavor to make Level D attractive to them so that they
will hopefully choose autonomous behaviour with more
frequency. Once experienced, autonomous behaviour then
drives itself because it creates such powerful inner
feelings of mastery, purpose, and competence.
Kerry in British Columbia, Canada
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"Dr. Marvin Marshall's program, "Discipline Without Stress,"
is an excellent example of a classroom management approach
that is built on personal responsibility, an interactive
sense of community, mutual respect, and noncoercive
intervention."
--Dr. James Sutton, "Working Effectively With Difficult,
Defiant, and Noncompliant Students," Bureau of Education &
Research Resource Handbook, page 9.
Dr. Sutton is one of the nation's leading authorities on
teaching and dealing with oppositional and defiant behavior.
His website: http://www.docspeak.com/
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THE PARENTING BOOK:
http://parentingwithoutstress.org
THE DISCIPLINE AND LEARNING BOOK
http://www.DisciplineWithoutStress.com
POSTERS, CARDS, AND STAFF DEVELOPMENT PACKAGE:
http://www.marvinmarshall.com/products.htm
FREE BOOKS AND STAFF DEVELOPMENT PACKAGE FOR USA SCHOOLS:
http://www.DisciplineWithoutStress.org
RESOURCES: See the navigation bar at
http://www.MarvinMarshall.com
POWERPOINT:
http://www.marvinmarshall.com/pdf/DWS_ppt_secure.pdf
VISUALS:
http://www.marvinmarshall.com/visuals.html
SUPPORT LINKS AND DESCRIPTIONS
http://www.marvinmarshall.com/support.html
http://www.marvinmarshall.com/media_room.htm
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| About Dr. Marvin Marshall |
|
The totally noncoercive--but not permissive--discipline and
learning system was prompted from his experiences as a
father (PARENTING); recreation leader and classroom teacher
at the primary and upper elementary levels and all grades 7
- 12 (TEACHING); as a recreation and camp counselor, both
middle school and high school counselor, and certification
by the William Glasser Institute (COUNSELING); and as a
middle school assistant principal, high school assistant
principal of both supervision/control and
curriculum/instruction, elementary school principal, high
school principal, and district director of education
(ADMINISTRATION).
He has presented seminars in 44 of the United States and in
15 countries on five continents and can be contacted for
presenting a keynote or workshop at
Marv@MarvinMarshall.com.
