Four Short Stories For Teaching Responsibility
This printable e-book describes “The Raise Responsibility System” used in school, homes, and youth settings around the world. The short stories with illustrations describe four (4) levels that promote a desire to WANT to behave responsibly. Only a few pages need to be printed to share the Hierarchy of social development. Suggestions on how to implement the totally noncoercive (but not permissive) discipline system are included.
Take A Look Inside
Story about Level D
As you can see, Level C was much better than Level A or Level B. The children would now behave when someone asked them. They could learn and be successful.
Once again Mrs. Poppy went outside at Rainbow School. Today she was amazed when she watched the children play. Although there were several other teachers on supervision, not one of them had to talk to the children about their behavior. Many of the children had decided that they could behave properly all by themselves. They were acting in responsible ways, and they felt very good inside when they knew that they could do this on their own.
Mrs. Poppy saw children taking turns without being supervised. Children were playing nicely with each other, and no one had to tell them what to do. Mrs. Poppy saw children caring about how others were feeling. She noticed that the children were friendly and helpful to those who were new or different from themselves. The children seemed to know when they needed to ask for help AND when they could take care of things by themselves. She felt happy when she saw a child help another child who had scraped his knee. She noticed the smiles on both children’s faces when they knew they were kind to each other all by themselves.
All of the children seemed to respect each other and their school. The children were making sure they put their trash in the trash cans without anyone asking them or rewarding them for doing so. There was no extra garbage on the ground that anyone needed to pick up. When Mrs. Poppy asked one child why he always threw his garbage away without being asked, he said, “Well, it’s just the right thing to do. I like doing good things, and it always makes me feel good inside.”
Mrs. Poppy went through a door into the school building. She saw children walking carefully and quietly in the hallways, even though she did not see any teachers watching. She was amazed at the amount of self-control the children showed when they were in the school. She found that the children were acting wonderfully responsible. They all knew that it was a good idea to walk and not run so that no one would bump into anyone else. They seemed to think ahead to know what would be the best way to behave.
When she looked into the classrooms, Mrs. Poppy did not see teachers in some of them, yet she noticed that the children were following routines and being quiet all by themselves. They were getting right to work. They knew that they could work better when it was quiet. She did not see any children distracting others as they were learning and listening.
In addition to the stories, illustrations, and poster, the 35-page e-book contains important tips for teaching the Hierarchy of Social Development, significant points about the hierarchy, a primary teacher’s experience, a first grade teacher’s experience, an urban school’s experience, a teacher’s life-changing experience, and a principal’s life-changing experience. The book also describes the “Discipline Without Stress Teaching Model” and a list of additional resources.