彭蒙惠英语：Accountability: The Discipline System in Practic

Accountability: The Discipline System in Practice

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Phase 2: Ask students to reflect on their behavior

The point of this phase is to guide a misbehaving student to self-evaluate. When a student misbehaves, the first question I always ask is, “On what level was that behavior?” By referring to a level, rather than to the student’s specific behavior, the deed is separated from the doer, and the student feels less need to defend himself.

Having learned the hierarchy 1, students began to analyze 2 their actions and take responsibility for their choices. The little girl who nearly drove me crazy by constantly making noises suddenly started to display excellent self-control. The impulsive 3 youngster who often bullied 4 others on the playground started having peaceful recess 5 experiences.

Having experienced the powerful feelings of satisfaction that emerge from being capable and responsible, my students began acting 6 with more empathy and care toward others.

Phase 3: Elicit 7 changes in behavior

On rare occasions, a student continued to misbehave even after having identified a behavior as being on an unacceptable level. Then I used the process of “guided choices.” I gave the student an activity to prompt selfreflection, with the goal of eliciting 8 (rather than imposing) a plan of action. In this way the student could develop a procedure that would redirect impulses and assist in preventing a similar inappropriate behavior in the future. This approach demonstrates that one can use authority when necessary, but without being punitive 9.

The result

As a result of promoting responsibility, I discovered that obedience 10 followed as a natural byproduct. As a result of teaching a hierarchy, which inspired students to aim for the highest level, I observed children doing what they knew to be appropriate and aiming to fulfill 11 the highest expectations.

I am elated to have finally found an effective approach to discipline that creates a classroom in which young people feel safe, care for one another and enjoy learning. Teaching becomes a joy when students demonstrate more responsible behavior and become motivated to put more effort into their own learning.

Vocabulary Focus

recess (n) [ri5ses] a period of time between classes; in elementary school, a time when students are allowed to go outside and play

punitive (adj) [5pju:nitiv] intended as a punishment

elated (adj) [i5leitid] extremely happy and excited

承担责任的能力：实际应用管教系统

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阶段二：要求学生反省自己的行为

这个阶段的重点是引导行为不良的学生作自我评估。当一个学生有不良行为时，我总提及的第一个问题是，“这个行为属于第几层级？”藉由针对行为的层级而非学生特定的行为，行为得以与行为者分开，学生也觉得不需要为自己辩解。

学会了层级制之后，学生们开始检视自己的举止，对自己的选择负起责任。那个不断制造噪音，几乎令我发狂的小女孩，忽然开始表现出极佳的自制力。总是在操场上欺侮别人的任性小孩，也开始在下课时间能和别人相安无事。

在经历过有能力和负责任所带来的强烈满足感之后，学生们的行为开始更具同情心，且会为他人着想。

阶段三：从行为中诱发改变

较罕见的情况是即使当一个学生的行为被认定是在不被接受的层级时，他仍继续不良的行为。于是我就运用了 “引导式选择”的步骤。我给学生一项作业来激励他自我反省（而非强制），以达到诱发行动计划的目标。运用这种方式，能使学生发展出一套改善冲动、并且有助于避免将来类似不良行为的程序。这种做法说明了必要时可以使用权威，却不须借助惩罚。

成果

由于责任感增强的结果，我发现服从就自然随之而来。由于教导了层级制，学生因此受到激励，以追求最高层级为目标，而我也发现孩子们是在做他们知道是对的事，而且努力要完成最高的期望。

对于最后终于发掘了一种有效的管教方式，能够营造出让年轻人感到安全，关怀他人，而且更加享受学习的教室气氛一事，令我兴奋不已。当学生表现出更负责的行为而且更加自觉自发地努力学习时，教学就成了一种享受。