QUESTION:
Can you give me an example of how I can use the DISCIPLINE without STRESS system to motivate young students academically?

RESPONSE:
Here is an example from my own grade one classroom:

Before beginning a journal writing session, I might put two examples of writing on the board. On one sample, I would write all the letters in a string, without capitals and with no punctuation:

iplaysocceronsaturdays

On the other sample, I would have the same message written with spaces, capital letters and an piece of ending punctuation:

I play soccer on Saturdays.

After discussing and discovering that both samples say exactly the same thing, we would talk about the fact that the second sample is a more mature piece of writing by virtue of the fact that capital letters, spaces and a period have been added.

If it were October, I would simply point out that the first example is a very good piece of writing for grade one at the beginning of the year. The second sample shows how a grade one student would write the same message at Christmas time after they have learned to make their writing more “grown up looking.” And then I might say that by the end of the school year, grade ones are able to write about many ideas at one writing time.

I would let them know that even though it’s only October and the first sample of writing is fine (Level C), they always have an OPTION in how “grown-up” they would like their own writing to look. If they would like their writing to look as good as if they were part-way through grade one, then they can choose to do the following things:

- use capital letters
- put spaces between words
– use punctuation at the end of an idea
- print with care

If they would like their writing to look as if they are even FURTHER along in grade one, they can certainly choose to write several ideas instead of just one.

Of course, by VOLUNTARILY CHOOSING to do things that are typically beyond what a grade one student is expected to do at a particular point in the year, pupils in a DISCIPLINE Without STRESS classroom understand that they are operating on Level D. They understand that they are choosing to be INTERNALLY motivated to do the best writing job possible for themselves at that point in time.

I find that more often than not, this type of a discussion leads to a higher level of motivation in almost every child. After all, who wouldn’t rather think of themselves as MORE mature, MORE capable and INTERNALLY motivated, if there’s a choice? Such discussions also point out that the effort that one chooses to put into a project is FOR THEM. They start to develop a valuable understanding; that by operating on Level D, they are deciding to please themselves–rather than focus simply on doing what’s necessary to please the teacher (Level C).

Over time, students who are exposed to the teachings of DISCIPLINE without STRESS come to the realization that in any situation, inner pride accompanies the VOLUNTARY decision to operate on a level that’s above the ordinary–and this is a very powerful motivating force indeed!

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Posted In: Creating desire, F. Improving Academics, RRSystem in Action
posted On: April 7, 2007: 1:13 am: By Kerry Weisner
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