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Overview/Key Characteristics
Link to the
Discipline Without Stress Teaching Model
1. The discipline and learning program
is proactive by setting the stage
for dealing with disruptive behaviors
and apathy towards learning
before they occur. The
hierarchy of social and personal
development prompts a natural desire to
reach the top level.
2. The discipline system can be used with youth of any
age, in any grade level, with any
subject matter, in any classroom, in any
school, and in any home setting.
Participants create their own examples
to make the four levels meaningful
and relevant to them.
3. As contrasted to the usual
stress-inducing modes, practitioners
of the discipline system move into a
stress-reducing mode when handling
irresponsible behaviors.
4. The discipline approach is
entirely noncoercive, thereby eliminating power struggles and
adversarial relationships, but it is
NOT permissive.
5. The discipline approach is a total system—rather than a philosophy, list of techniques, strategies, or
tactics.
6. When the discipline system is implemented in an
individual classroom, a learning culture is established.
When implemented school-wide, a
learning community is created.
7. The discipline strategy
separates the person from the person’s
behavior (the deed from the
doer, the act from the
actor), thereby eliminating the
natural tendency for self-defense and
oppositional responses.
8. Motivation is prompted so young people
develop a
desire to be responsible and
self-disciplined
and put forth effort to learn.
9. The discipline system empowers young
people to resist victimhood
thinking and
irresponsible peer influence.
10. The strategy
promotes character development
without using external approaches such
as monitoring in order to reward.
11. A prime characteristic of the levels
of development is learning the differences
between internal and
external motivation and when each is
appropriate or not.
12. The discipline approach systematically prompts reflection and evaluation
of
one's choices.
13. Impulse
management to redirect
inappropriate decisions and behaviors as an integral part of
the approach.
14. Inappropriate behavior is dealt with
immediately
without wasting instructional time.
15. The noncoercive and authoritative
strategies can be used individually
and/or with an entire class.
16. A positive learning environment is
maintained at all times—even when irresponsible
behavior is demonstrated.
17. Inappropriate behavior is viewed as
an opportunity for self-correction without relying on others for assistance.
18. The discipline system promotes quality learning
because it sets the stage for evaluation
before instruction begins.
19. Brain
compatible strategies that actuate
desired behaviors are implemented.
20. Since our choices direct our lives,
choice-response thinking is
emphasized.
21. A clear understanding
is made and practiced between classroom management
(procedures) and discipline
(behavior).
22. A deductive approach is used.
Four concepts are taught at the outset.
This is in contrast to the more common
inductive approach of first teaching
specifics to arrive at general concepts.
23. A guiding and empowering approach
is employed, in contrast to a more
common telling and overpowering
approach.
24. Rewards, threats, and punishments
are not necessary or used because they (a) foster
compliance rather than commitment, (b)
require an adult presence for
monitoring, (c)
set up students to be dependent upon
external agents, and (d) do not foster
long-term motivation for responsibility.
25. The approaches are universal
in that they can be used in one's
personal as well as in one's
professional life to increase
effectiveness and enhance relationships.
The following
principles are incorporated:
(1) Positivity is a more constructive
teacher than negativity.
(2) Choice empowers.
(3) Self-evaluation is essential for
lasting improvement.
(4) People choose their own behaviors.
(5) Self-correction is the most
effective approach to change behaviors.
(6) Acting responsibly is the most
satisfying of rewards.
(7) Growth is greater when authority is
used without punishment.
To implement the system in your school, see
In-House Staff Development.
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