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Today I thought I would share how I begin they year introducing my Raise Responsibility classroom management system in my first grade classroom. The basis of my classroom management is the Raise Responsibility model from the book Discipline without Stress Punishments or Rewards by Dr. Marvin Marshall.
Today I thought I would share how I begin they year introducing my Raise Responsibility classroom management system in my first grade classroom. The basis of my classroom management is the Raise Responsibility model from the book Discipline without Stress Punishments or Rewards by Dr. Marvin Marshall.
The overarching theme of Raise Responsibility is for student ownership of their behaviors, with the goal of intrinsic motivation. I should tell you that I have never used a clip chart, color cards, or similar models in my classroom. They're just not for me. I was lucky enough to student teach at a school where they were in the first year of implementing the Raise Responsibility model, and I loved seeing our students intrinsically motivated to have positive behaviors.
Marshall recommends categorizing and labeling behaviors so they are easily identifiable for students. I use these posters to introduce the levels to my students. We discuss these levels thoroughly, and also talk about how they relate to our classroom rules. (I mesh Raise Responsibility with Whole Brain Teaching and the WBT rules. I think they go together nicely.)
Marshall recommends categorizing and labeling behaviors so they are easily identifiable for students. I use these posters to introduce the levels to my students. We discuss these levels thoroughly, and also talk about how they relate to our classroom rules. (I mesh Raise Responsibility with Whole Brain Teaching and the WBT rules. I think they go together nicely.)
I also read books to the students that cover each level.
Level A
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Level B
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Level C
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Level D
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As we read the books, we talk about the levels the characters are on. It is important for students to understand that just like the characters, their own levels can change throughout the day, and they are in charge of their behaviors. For example, if they are talking during a mini-lesson, they are on Level B (because they are bothering me while I'm teaching, as well as those around them.) However, if they choose to stop talking after I have asked them what level they are on, they have changed to Level C. I like to tell them that we all have moments where we forget to make the best choice, but that we have the power to change our behavior and make it better.
Of course, we all have some little friends who have difficulty making those good choices and are not always on Level C or D. If I have asked them about the level they are on, and we have talked about what they should do to change it, and they have chosen to continue with their Level A or B choice, they receive a student reflection. Here, they circle the level they were on, and then draw and/or write about what they did, and what they should do the next time.
Of course, we all have some little friends who have difficulty making those good choices and are not always on Level C or D. If I have asked them about the level they are on, and we have talked about what they should do to change it, and they have chosen to continue with their Level A or B choice, they receive a student reflection. Here, they circle the level they were on, and then draw and/or write about what they did, and what they should do the next time.
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Once students have reflected on their behavior, we talk about it together. I like the discussions about what they can do the next time, because they are now prepared for what they need to do the next time a similar situation arises (and it will!). Marshall recommends that the reflections get sent home to parents if a student has reflected two or more times each day. This rarely happens in my classroom. From personal experience, I have found that some parents want to know each time their child reflects, so when I go over the Raise Responsibility model at back to school night, I have them complete the parent confirmation form, where they choose whether they want to see every reflection or if they prefer to be informed when their child reflects twice in one day.
Students can also have personal rings with the levels to keep track of their own behavior. During random times throughout the day, I may do a "level check." At that time, my students take out their level ring (from their toolbox/desk/chair pocket and flip to the level they believe they are on. I take a quick walk around the room to see if their self assessment matches my view of their behavior. I give quick quiet feedback to them as I walk around, and have some short conversations with those whose opinions of their behavior may differ from my own. While these level cards are part of my Raise Responsibility packet, you can also find them as a freebie here!
I love using the Raise Responsibility system in my classroom. It has really helped my students understand that they are in control of their own behaviors, and they need to own their choices. We work together to improve those behaviors they struggle with, and celebrate our accomplishments. The rewards in my classroom are not planned, but when I see a lot of students working together on Level D, or when a student who struggles with behaviors makes a Level C choice, we celebrate with a surprise GoNoodle break, or earn extra recess time. If you would like to learn more about Raise Responsibility, be sure to check out Dr. Marshall's book! You can also check out my Raise Responsibility packet to help get started with raising responsible learners in your own classroom!
