Using a Discipline System to Promote Learning

1
Using a Discipline System to Promote Learning

• Part 1 Theories Behind the System

Marvin Marshall in Phi Delta Kappan, March
2004 (PowerPoint by Phil Jackson)
2
The Problem

• Students do not act responsibly
• Most current practices focus on external
  motivators
• Students have no self-control
• Too much time of the day is spent disciplining
  and motivating students
• Discipline is getting in the way of learning

3
Listening to the Experts

• Stephen Covey
• Abraham Maslow
• Douglas McGregor
• William Glasser
• W. Edwards Deming

Those who have explored the area of human
potential
4
Stephen Covey

• The 1st of Seven Habits of Highly Effective
  People
• Use key terms to promote responsible behavior

Be Proactive
Rather than constantly reacting to inappropriate
behaviors, be proactive by teaching the desired
behaviors in an established system.
5
Abraham Maslow

• Develop a hierarchy for social development

• Noted Hierarchies
• Jean Peaget for cognitive development
• Lawrence Kohlberg for moral development
• Abraham Maslow for needs

Human life will never be understood unless its
highest aspirations are taken into account.
Growth, self-actualization, the striving toward
health, the quest for identity and autonomy, the
yearning for excellence (and other ways of
phrasing the striving upward) must now be
accepted beyond question as a widespread and
perhaps universal human tendency.
6
The Hierarchy Development
Example The Lord of the Rings
Note Both external and internal motivation are
acceptable in a classroom. The motivation to be
responsible is more cognitive than emotional and
is rooted in ethics and values, thus can be
taught with both extrinsic and intrinsic practices
7
Douglas McGregor

• Theory Y
• The expenditure of effort is as natural in work
  as it is in play
• People will exercise self-direction and
  self-control in pursuit of objectives to which
  they are committed
• Commitment to objectives depends on the reward
  associated with achieving them. The most
  significant of such rewards is the internal
  reward of self-satisfaction

• Theory Y
• People learn, under proper conditions, not only
  to accept responsibility, but to seek it
• The capacity to exercise a high degree of
  imagination, ingenuity, and creativity in the
  solution of problems is distributed widely in the
  population.
• The potential of the average person is only
  partially used.

• Theory X
• Inherent dislike for work
• People must be coerced, controlled, directed or
  threatened to get achievement
• People prefer to be directed, avoid
  responsibility, little ambition, wants security
  above all

You can substitute students for people
8
Schools and Theory X Y
Theory X
Schools tell students what to do, punishing them
if they resist, rewarding them if they
comply. Telling, punishing, and rewarding are
coercive and manipulative.
The use of collaboration and empowerment reduces
stress, improves relationships, and is much more
powerful in effecting change in others.
Theory Y
9
William Glasser
Attempts to apply external pressure upon
students to motivate them generally fail. We
dont attempt to direct motivation because we
know that it can be produced only with a gun or
some other forceful method. But guns, force,
threats, shame and punishments are historically
poor motivators and work only as long as they are
pointed and as long as the person is afraid. If
he loses fear, or if the gun is put down, the
motivation ceases.

• Taking responsibility for ones own behavior
• Using a noncoercive approach
• Investing little if any time in determining the
  motivation for a behavior
• Establishing a safe environment

10
W. Edwards Deming

• Continuous improvement
• Driving out fear
• Building trust rather than control

Deming understood that you cannot legislate or
dictate desire and that it is internal motivation
such as desire that is the key to improved
achievement.
Continuous Self-inspection
11
Raise Responsibility System
A system is even more beneficial than having a
talent.
SYSTEM
TALENT