If you recall, in the past, I have introduced to you, by means of this meager blog, the NBR system. My patented "Negative Behaviour Response" techniques are ground-breaking for their back-to-basics simplicity and for their overwhelming efficacy.
Today I would like to share with you, the desperate, fed-up, overworked, and under-paid educator, the next step in our unique behaviour modification system. If you recall, the last time I joined you on this little patch of the ether, I explained, in common language, my powerful STFU method of classroom management. (check it out)
However, with some students, the STFU method isn't enough to modify their behaviour in such a way that they actually begin to behave, and therefore learn, and therefore join society as productive members. Indeed, some students require much more in-depth interventions from members of the educational community. I refer to these as my "Level A" cases. Studies show that only about 10% of all students are actually "Level A" students. Another 30% of students require occasional interventions for behaviour ("Level B"). The remainder of students, some 60%, only require intermittent behaviour interventions, and can therefore, be mostly ignored for our purposes ("Level 3").
Today, we shall focus on the Level A students, and what techniques we can use to help them to "help themselves". If you recall, I firmly believe in a system of behaviour modification where students, as all living organisms do, learn from their mistakes, and from the pain which is caused by those mistakes.
When students participate in Negative Behaviour, it is up to us as educators and education professionals to respond to that Negative Behaviour. At the lower levels, we should make every attempt to find the root cause of the behaviour, and to help students learn to cope with those stressors which cause the unwanted behaviour. However, at the upper-level (grade 7 and above), such tasks should have already been accomplished, and the behaviours should have been fixed. If they have not, the students are old enough to understand that actions have consequences, and thus, educators should, by and large, stop trying to diagnose and should begin to respond to behaviours.
When educators respond to Negative Behaviours, they must have a tool to which they can turn to have (at their finger-tips) a list of acceptable types of punishments to mete out to their current miscreant. To this end, my team and I have developed, through years of classroom practice, observation, modification, and publication, a simple device which we call The Octagon of Punishment (the OOP).
Many of you will ask why we didn't simply develop a flow chart or circular tool to help remind educators of the discipline tools at their disposal. The answer, I am afraid to admit, is a commercial one. In a world of competing educational devices, all seeking the flow of government money, you must be unique. We felt that though our message and techniques met that criterion, we might nevertheless be swallowed up in the sea of acronyms. And thus, we thought outside the box, as the paradigm shifters like to say, and created an octagonal device which, thanks to it's unique shape, will be easy to keep track of, for even the most harried high school educator.
But I've rambled on long enough, without further ado, The Octagon Of Punishment :
Details on how to use the OOP will be forthcoming. For now, I leave it to you to read and reflect upon it. I welcome your communication via the comments section of this blog.
I remain, as always, your faithful servant,
Dr. Dick Johncock
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