Discipline for Promoting
Responsibility and Learning

Teachers practice changing negatives into positives. “No running” becomes “We walk in the hallways.” “Stop talking” becomes “This is quiet time.”

Choice-response thinking is taught—as well as impulse control—so students are not victims of their own impulses.

Since a person can only control another person temporarily and because no one can actually change another person, asking REFLECTIVE questions is the most effective approach to actuate change in others.

The hierarchy engenders a desire to behave responsibly and a desire to put forth effort to learn. Students differentiate between internal and external motivation—and learn to rise above inappropriate peer influence.

Students reflect on the LEVEL of chosen behavior. This approach SEPARATES THE PERSON FROM THE BEHAVIOR, thereby negating the usual tendency to defend one's actions. It is this natural tendency toward self-defense that leads to confrontations between student and teacher.

If disruptions continue, a consequence or procedure is ELICITED to redirect the inappropriate behavior. This approach is in contrast to the usual coercive approach of having a consequence IMPOSED.