I don't know how we can generalize about the prevalence of behaviorism in
the world or in our nation, however, let me give you some specifics. For
three and a half years I was bus driver. We were trained to use a system
called "assertive discipline" which uses rewards for individual and
collective "good behavior". It also uses a three-step "warning" system
ending in the writing of a disciplinary referral slip (in triplicate)
which goes to the principal, who is expected to mete out "consequences".
Of course every imaginative, active student knows how many "bad" things he
can do before getting "written up" --- precisely two. And guess how many
"bad" things the average smart student will do? Some drivers spend all of
their layover time writing out referrals, many of which result in little
or no action or consequences.
The rewards are given on Fridays for general good behavior on the bus and
are purchased by the drivers themselves with their own money --- mostly
stickers and candy. One week, I forgot to buy the treats. My normally
restrained students went wild when they found out there was no candy. At
that point I broke transportation department policy and said, "That's it.
>From now on you will act in a safe manner on the bus with respect for
others because it is the right thing to do, not to get treats. Any future
treats will come just because I feel like giving you something, not
because you are "good" or "bad"." Believe it or not (and I'm sure you
Kohnies will) behavior on the bus improved when the potential for reward
was removed. As far as the negative consequences, an interesting thing
happened with that as well. I made it a practice to never write referrals.
My thinking at the time was this: by writing the referral I am telling the
student that he has gained control of the bus a nd we need to call in
reinforcements (the principal) to protect me. But despite my desire to
never write a referral, one particularly depressed and aggressive
fourth-grader behaved in a manner so unsafe one day that I felt compelled
to "do something". All of the other kids got off of the bus, but I asked
Merritt (great name for this story) to stay behind while I wrote the
referral. After it was written, I handed it to him and said: "Now, you may
either give this to the principal, or tear it up and throw i t away." Once
I had convinced him of my sincereity, he tore it up, thanked me, and did
not threaten the safety of the other riders for the rest of the year. Only
once did I ever write a referral and give it to the principal and that was
for a girl who habitually lunged at the side of the bus as I was driving
away. She thought it was funny, but I didn't want her under my wheels. I
had no direct contact with he r Mom and I hoped the school would contact
her. they did and the probelm ceased. To generalize from these specifics
might be dangerous, but it seems that treating people with love and
respect brings a generous return. The challenge for bus drivers, and
others, is that they have so little time to spend developing relationships
with the students, and thus the recommended "crowd control" methods that
Kohn and I find deplorable.
Grace & Peace,
Scott Ott, Public Relations Specialist
sott@nkcsd.k12.mo.us
The North Kansas City School District
http://www.nkcsd.k12.mo.us
"Do not be conformed to this world
but be transformed by
the renewing of your mind."
--Scott Ott <SOTT@nkcsd.k12.mo.us>
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>