Using a Discipline System To Promote Learning

Author: Marshall, M., Weisner, K.
Publisher: Phi Delta Kappa
Publication Date: 2004, March
Journal: Phi Delta Kappan
Journal Volume: 85(7)
Pages: 498-507
Full text available online at: http://www.pdkintl.org/kappan/k0403mar.htm

Abstract (written by WestEd)

Marshall devised a system for developing student responsibility based on a hierarchy of social development, and Weisner applied it to teach character values in her elementary school classroom and encourage students to be internally motivated to "do the right thing."

Marshall, a retired counselor and administrator who returned to teaching at middle school, took ideas from noted psychologists, behavioral theorists and workplace management experts and created a proactive system of positive discipline that encourages students to behave responsibly. He criticizes external motivators that get children to behave appropriately because they are told, will get a reward, or are being watched, as these do not lead to lasting outcomes. He encourages teaching children to strengthen their internal motivation, to want to behave appropriately because it is the right thing to do and produces a feeling of satisfaction. Marshall defines four levels of social development:

• Democracy — taking the initiative to be responsible is an essential characteristic of self-rule.
  
• Cooperation/Conformity — agreeing to live according to external influences; a characteristic of a civil society.
  
• Bossing/Bullying — certain people make rules and try to control others, force them to obey the rules.
  
• Anarchy — anarchy and chaos erupt when there is no social order.

In the second part of the article, Weisner, a long-time teacher, describes how she applied Marshall's Raise Responsibility System in her fifth grade classroom to great effect. She practiced three principles throughout: to be positive in everything she said; to give students freedom to choose their responses; and to ask questions that guide students to reflect and self-evaluate. She came to view misbehavior not as a problem, but as an opportunity to teach and learn.

The Raise Responsibility System has three phases:

Phase 1 - Teaching the hierarchy. Weisner chose descriptive words appropriate for her grade level and posted a chart with the four levels on the wall. The following is an excerpt of her example chart.

• Level D: Democracy — self-discipline; self-reliance; shows kindness to others; acts right because it is the right thing to do; motivation is internal
  
• Level C: Cooperation/Conformity — listens; cooperates; does what is expected; motivation is external
  
• Level B: Bossing/Bullying — bosses, bothers, bullies others; needs to be bossed to behave
  
• Level A: Anarchy — noisy; out of control; unsafe

After explaining the chart's four levels, she gave simple, real situations such as seeing trash on the classroom floor or out in the schoolyard. It was important for students to understand that levels A and B were always unacceptable and required the use of authority by the teacher. Level C is acceptable but motivation is external (gain approval or avoid punishment). Level D is the goal, to take initiative to do the responsible thing. Simply becoming aware of these levels and their ability to choose behavior caused the students to behave in a more desirable, responsible manner.

Phase 2 - Asking students to reflect on their behavior. When a student behaved inappropriately, Weisner asked, "On what level was that behavior?" This helps the child reflect on their own behavior in a safe way and feel empowered.

Phase 3 - Eliciting changes in behavior. When a student continues to misbehave, Weisner used "guided choices" to help the student develop a way to redirect impulses and avoid future occurrences.
She extended the hierarchy to learning situations such as sustained silent reading time. Students improved responsibility for their own learning. At times, she simply asked students to reflect silently on their level of responsibility after a learning activity, and then moved on to the next lesson.