彭蒙惠英语：Accountability: The Discipline System in Practic（在线收听）

Accountability: The Discipline System in Practice

By Kerry Weisner / Reprinted with permission.

Adapted from the article originally published in

Phi Delta Kappan magazine.

Last month in Advanced, Dr. Marvin Marshall detailed the theories behind his discipline system called the “Raise Responsibility System.” This month, in Part 2 of the original article, “Using a Discipline System to Promote Learning,” elementary schoolteacher Kerry Weisner shows how this system can be applied in the classroom.

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Moment by moment, choice by choice, we each create a life, the quality of which depends largely upon the choices we make. With awareness, we can consciously choose to make decisions that will lead to positive results. The Raise Responsibility System gives young people, even young children, the awareness they need in order to look at their choices and plan future behavior.

Phase 1: Teach the Hierarchy

The foundation of the Raise Responsibility System is the hierarchy of social development. Classroom behaviors can be assigned to different levels of the hierarchy. I chose behaviors appropriate to the elementary grade I was teaching and displayed them on a chart.

Using the familiar situation of a piece of trash lying on the classroom floor, I introduced the concepts underlying the hierarchy. I described the type of behavior that would be indicative of each successive level of social development.

At the lowest level of behavior, Level A, a student might pick up the trash and throw it at someone. A student operating on Level B also would not feel compelled to pick up the trash but instead might kick it around the room. At an acceptable Level C, a student would pick up the trash at the request of the teacher. At level D, a student would take the initiative to pick up the trash and deposit it in the trash can without being asked—whether or not anyone was watching.

Important points for students to understand

Levels A and B behaviors are always unacceptable. The use of authority by the teacher is required at both levels. Level C behavior is acceptable, but the motivation is external—to gain approval or avoid punishment. Level D is the goal, where the motivation is internal—taking initiative to do the right, appropriate or responsible thing.

I was astonished how quickly my young students grasped these concepts and were able to generate novel examples of their own. With understanding in place, I was ready to implement the second phase of the program: reflective questioning.

Vocabulary Focus

accountability (n) [E7kauntE5biliti] the state of being completely responsible for what one does

indicative (adj) [in5dikEtiv] being or relating to a sign that something exists, is true or is likely to happen

take the initiative (v phr) to do or use a new action, especially to act on one’s own

novel (adj) [5nCvEl] new and original, not like anything seen before

承担责任的能力：实际应用管教系统

陈小欣 译

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在上个月《彭蒙惠英语》杂志的课文内容中，马文·马歇尔博士详细说明了他的所谓“责任提升制”管教系统背后的理论基础。这个月，“管得好，才能教得好”的第二篇章，将告诉我们如何把这套方法应用在课堂上。

时光流逝，抉择接踵而至，每个人都创造出一套生活模式，而其特征大部分取决于我们所做的选择。若有足够的警觉性，我们就能够有意识地选择出足以导致正向结果的决定。责任提升制能够让年轻人，甚至是年幼的孩子，获得看清选择以及计划将来行为所需要的警觉性。

阶段一：教导层级观念

责任提升制的基础是社会发展的层级。教室里的各种行为可以分别归类到不同的层级中。我选择了适合自己所执教的低年级学生的行为，并将它们用图表呈现出来。

我利用教室地板上经常可见的纸屑的情况，来说明层级构成的基本概念。我描述了社会发展过程中，每一层级具代表性的各种行为类型。

在最低一级的行为中，学生可能把纸屑捡起来丢向他人。在第二级行为层次的学生，也不会感受到驱使他捡起纸屑的动力，但可能只会把它在教室里踢来踢去。到了可接受的第三级行为时，学生会应老师的要求，把纸屑捡起来。在第四级时，不经要求，学生就会主动将纸屑捡起来丢入垃圾桶——不管有无他人在察看。

学生们需要了解的重点是：

第一和第二级的行为向来不为人所接受。这两个层级中的行为都需要老师利用权威来处理。第三级的行为是能够被接受，但动机是外来的——为了获取认同，或避免惩罚。第四级才是目标，该阶段的动机是内在自发的——主动去做对的、恰当的或负责任的事。

对于我年幼的小学生们能够如此快速地理解这些概念，并且能够激发出自己的新例子，我十分惊讶。既然他们已具备应有的了解，我就准备进行第二阶段的计划：自省式的探询。