1. The Illusion of Immediate Compliance
Here’s the thing you need to understand about immediate compliance: it doesn’t
exist.
Does a small child naturally obey--or disobey?
Is a small child naturally self-controlled--or lack control?
There’s a big difference between trying to control behaviors and trying to shape them
over time through consistent example and intentional interactions.
Apparently, this is a mystery to many people.
What happens in the beginning or middle of the intervention process doesn’t bother a
teacher, IF he or she believes that students are involved in a process of personal
transformation that will lead to the development and display of functional behaviors.
Teachers can put up with a little, temporary discomfort, when they know that student
behaviors will increasingly improve over time: and when they recognize that they are
primal agents in a student’s story of success.
Good teachers are like that.
What are most teachers trained to do, however? [demand immediate compliance]
Demands are power struggles, and power struggles lead to resistance, not
compliance.
It’s like walking up to someone and pushing them: most people push back, some
violently; and almost everyone takes offense.
If your goal is to cyclically offend and anger students in an ever-escalating conflict
that leads to immediate disciplinary action and your own emotional and mental angst,
utilize the power struggle model of student intervention: it’s guaranteed to work just
that way, every single time.
Otherwise, you might want to utilize a non-confrontational means of shaping student
behaviors, which accomplishes the following:
2. ● Highlights the only real [four] choices that students possess.
● Holds students accountable for those choices.
● Clarifies the relationship between those choices and specific, identified
consequences.
● Causes students to assume increasing responsibility for modifying their own
behaviors.
● Eliminates the stress [for teachers] of making behavioral interventions.
● Clearly identifies behavioral boundaries.
● Guarantees fair, consistent treatment of all students at all times.
● Documents student performance daily and helps identify trends in student
behavior.
Can we do this [the above]? We have been for years. Why should that change now?
![The Illusion of Immediate Compliance
Here’s the thing you need to understand about immediate compliance: it doesn’t
exist.
Does a small child naturally obey--or disobey?
Is a small child naturally self-controlled--or lack control?
There’s a big difference between trying to control behaviors and trying to shape them
over time through consistent example and intentional interactions.
Apparently, this is a mystery to many people.
What happens in the beginning or middle of the intervention process doesn’t bother a
teacher, IF he or she believes that students are involved in a process of personal
transformation that will lead to the development and display of functional behaviors.
Teachers can put up with a little, temporary discomfort, when they know that student
behaviors will increasingly improve over time: and when they recognize that they are
primal agents in a student’s story of success.
Good teachers are like that.
What are most teachers trained to do, however? [demand immediate compliance]
Demands are power struggles, and power struggles lead to resistance, not
compliance.
It’s like walking up to someone and pushing them: most people push back, some
violently; and almost everyone takes offense.
If your goal is to cyclically offend and anger students in an ever-escalating conflict
that leads to immediate disciplinary action and your own emotional and mental angst,
utilize the power struggle model of student intervention: it’s guaranteed to work just
that way, every single time.
Otherwise, you might want to utilize a non-confrontational means of shaping student
behaviors, which accomplishes the following:](https://image.slidesharecdn.com/b14cffbf-11af-4028-ada6-4269dd9e1c99-150604030552-lva1-app6891/85/theillusionofimmediatecompliance-1-320.jpg)
![● Highlights the only real [four] choices that students possess.
● Holds students accountable for those choices.
● Clarifies the relationship between those choices and specific, identified
consequences.
● Causes students to assume increasing responsibility for modifying their own
behaviors.
● Eliminates the stress [for teachers] of making behavioral interventions.
● Clearly identifies behavioral boundaries.
● Guarantees fair, consistent treatment of all students at all times.
● Documents student performance daily and helps identify trends in student
behavior.
Can we do this [the above]? We have been for years. Why should that change now?](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)