Marvin Marshall
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Dr. Marvin Marshall was an experienced teacher, counselor and administrator in all levels of public education. Marshall's theory talks about how motivation comes from within and how teachers can tap into this to make their students more responsible. He views motivation to be stimulated from the outside, but the action must be emanated from within the person. He describes two opposite approaches to managing people called theory X and Y which are to help teachers relate to and understand their students.
•Theory X
- People must be directed and controlled.
- People usually avoid and dislike work.
- They must be threatened or controlled/punished before work is expected.
•Theory Y
- People should be encouraged and given responsibility.
- If a task brings satisfaction, then they exercise self-direction and self-control.
- Personal responsibility.
Marshall devised a Hierarchy of Social Development that helps teachers promote responsible behavior that comprised of four levels.
•Level A - Anarchy (an unacceptable level of behavior).
This is the lowest of social development. They are narcissistic and have little concern for others.
•Level B - Bossing/Bullying (also an unacceptable level of motivation).
Students are bossy and are likely to bully others. Have little consideration to the harm they are doing.
•Level C - Cooperation/Conformity (an acceptable level of motivation).
Students conform to, comply and cooperate. This level comes from external influences.
•Level D - Democracy and taking the initiative to do the right thing (the highest and most desirable level of motivation).
Students take the initiative to do what is right and proper. Behave responsibly without having to be told to do so. Motivation here is to do the right thing for themselves and others around them.
25 Tactics useful to stimulating students to behave responsibility.
(Below are 9 tactics that i found to be crucially important)
1.Think and speak with positivity
2.Power of choice
3.Create curiosity
4.Encourage students
5.Use collaboration
6.Acknowledgement and recognition
7.Use variety
8.Nurture students' brains
9.Establish trust
•Theory X
- People must be directed and controlled.
- People usually avoid and dislike work.
- They must be threatened or controlled/punished before work is expected.
•Theory Y
- People should be encouraged and given responsibility.
- If a task brings satisfaction, then they exercise self-direction and self-control.
- Personal responsibility.
Marshall devised a Hierarchy of Social Development that helps teachers promote responsible behavior that comprised of four levels.
•Level A - Anarchy (an unacceptable level of behavior).
This is the lowest of social development. They are narcissistic and have little concern for others.
•Level B - Bossing/Bullying (also an unacceptable level of motivation).
Students are bossy and are likely to bully others. Have little consideration to the harm they are doing.
•Level C - Cooperation/Conformity (an acceptable level of motivation).
Students conform to, comply and cooperate. This level comes from external influences.
•Level D - Democracy and taking the initiative to do the right thing (the highest and most desirable level of motivation).
Students take the initiative to do what is right and proper. Behave responsibly without having to be told to do so. Motivation here is to do the right thing for themselves and others around them.
25 Tactics useful to stimulating students to behave responsibility.
(Below are 9 tactics that i found to be crucially important)
1.Think and speak with positivity
2.Power of choice
3.Create curiosity
4.Encourage students
5.Use collaboration
6.Acknowledgement and recognition
7.Use variety
8.Nurture students' brains
9.Establish trust
Haim Ginott
Ginott was a professor of Psychology and specialised in relationships between adults and children. Ginott’s work with troubled children at the Jacksonville, Florida, Guidance Clinic helped him improve his unique blending of compassion and boundary setting. He merged the two into a seamless whole that respected children’s feelings while setting limits on their behaviour. Ginott was strict with unacceptable behaviour but tolerant to feelings. His aim was to help parents socialise their children whilst cultivating their emotional wellbeing. Rather than correct parents in his parenting groups, he showed compassion for their struggle even as he encouraged them to listen with understanding and show empathy to their children.At the heart of Ginott’s method is the recognition that denying feelings andmakes them more confused. In contrast, the acknowledgment of feelings allows people to heal and consequently become better problem-solvers. For example, Ginott wrote of a twelve-year-old girl who was tense and tearful when her cousin left after spending the summer with her. Ginott recommended that parents acknowledge these feelings that their children have with responses such as, “You miss her already” and “The house must seem kind of empty to you without Susie around.”
http://mcedmonds.wordpress.com/2012/10/07/haim-ginott-on-the-power-of-a-teacher/
Three of Ginott's most famous books.
Ginott, H. G. (1965). Between parent and child. New York: Macmillan.
Ginott, H. G. (1967). Between parent and teenager. New York: Macmillan.
Ginott, H. G. (1972). Teacher and child. New York: Macmillan.
http://mcedmonds.wordpress.com/2012/10/07/haim-ginott-on-the-power-of-a-teacher/
Three of Ginott's most famous books.
Ginott, H. G. (1965). Between parent and child. New York: Macmillan.
Ginott, H. G. (1967). Between parent and teenager. New York: Macmillan.
Ginott, H. G. (1972). Teacher and child. New York: Macmillan.