How to stop discipline issues forever
A Results Only Learning Environment has no discipline issues. Many educators find this nearly impossible to believe, so I decided to explain how to stop discipline issues forever.
Behavior issues are a matter of opinion
One thing that separates ROLE teachers from traditional teachers is how behavior is categorized. Teachers in favor of control, for example, will say that cell phone use or students talking and moving without permission are major discipline problems. The ROLE teacher embraces these behaviors, because the results-only classroom is a workshop setting that encourages autonomy and constant collaboration.
So, when someone is shocked to hear that I have no behavior issues, my first response is to suggest that my view of discipline is different from that of traditional teachers, who might argue that I have many problems, due to what they may perceive to be chaos in my classroom. I say that I have no discipline problems, because my students are not disrespectful and are never disruptive in the classic sense of the word. I never have to punish a student, nor would I consider doing so. Our workshop setting provides freedom and eliminates control, which is what typically leads to disruption.
Most disciplinary issues begin with bad teaching
In the past, I punished students for talking to peers, because I saw this as disruptive to the constant lecturing I was doing. When students refused to complete a task, I removed them from my room. What I didn't realize then was that the problem wasn't a disrespectful or disruptive student; it was a boring worksheet or textbook assignment, which did not offer autonomy or ignite a thirst for learning. Now students collaborate, work on year-long projects and participate in their own mastery of learning outcomes, through two-way narrative feedback.
What students say
Last year, I polled students at the end of the school year about result-only learning strategies. One question was about behavior. I asked them why they believed there were never any discipline issues in class. Eighty-four percent reported that the ROLE encouraged a desire to learn over a desire to be disruptive.
You see, the absence of discipline issues has nothing to do with me being a great teacher. It's about a 21st century learning environment that fans intrinsic motivation and keeps students so engaged in learning that disruption is not considered.
Imagine how much learning would take place if all of your class disruption and discipline problems vanished forever.