With Perfect Attitudes - FOR
TEACHERS or PARENTS
"Eliminate Your Stress & Work!"
(Learn How To Create Self-Responsible Kids Easily)
Build Self Accountable Youngsters with a valuable (to-the-child-involved) Self Accountable Scorekeeper (Called "Points"). We adults call our scorekeepers "Dollars!"
Base everything upon your "Rules of Law," which the children understand and have helped you to make. Believe It Or Not - "It's This Simple!" I'll show you why and how in what follows.
Now let's See How It's Done!
We'll Use a Summary of an Article Written by Marjorie Harrison in the November/December 1996 Issue of the "BACKWOODS HOME Magazine" (To view the original article CLICK HERE) then hit the back button to return.
When Allan Harrison began teaching a sixth grade at a public school in California, he was fresh out of military service. He had no idea how or what to teach. He possessed a BA degree that didn't include teaching methods. However, this proved fortunate for the many instructors and parents he taught later.
Face facts, most teachers, school administrators, teachers' union executives, and education professors (controllers of school education) are all programed through training to use management methods which produce humans "who need forever more management." Now this is excellent thinking if you are the "manager" in charge. It builds "empires" and salaries like you can't believe - for the manager.
Allan began by observing in other classrooms (trying to get a quick and cheap education). He found that Pupils were taught to rely on authority for everything - even a drink of water or a trip to the bathroom. And, when the teacher couldn't force compliance, he or she called on parents or the principal for coercion. Self-reliance became whatever the child could beg from the manager. Thinking for yourself, in these classrooms, Allan decided, was frowned upon and sometimes painful for pupils. This seemed, he thought, perfect training for life in "a closed society" rather than in America.
But how could he ever teach children to be self-reliant? This is something one learns by experience! And that, he suddenly realized, was the answer he sought and needed. He'd merely look at our "adult life" in America for a model. Then he would build on the good and teach children to avoid the bad.
It required only a valuable (to the child) scorekeeper and "rules of law" which the children helped to make. He'd call the scorekeepers "points" instead of dollars. Thus, educators wouldn't view it as "money in a classroom" - but the kids would.
Pupils would earn points (100%, 50%, etc.): on tests instead of A,B,C grades; by handing in extra credit; by running classroom businesses; and by doing educationally oriented things inside the classroom. Conversely, the valuable "points"would be lost by breaking the pupils' own "Self-Made Classroom Laws."
The actual operation of the "Harrison System," must reduce stress and work for Allan . It also must be exceedingly simple and universally adaptable for kindergartners or high school pupils. This required that the children had to operate everything and not Allan. He would become merely a purveyor of knowledge and a facilitator for the "System." So the program began to build.
The points were credited or debited to "Student Bank Accounts." These were merely sheets of paper (one for each pupil) in a loose leaf notebook called the 'BANK BOOK." A student "Banker" handled the job in his or her spare time (using a calculator). If overloaded he could hire help. The Banker earned a "salary" of 500 points a month. Prior to recording the points in the Bank Book, they were also placed in a "Report Card Book" by a pupil "Personal Secretary." A "Classroom President" was elected to collect signatures on a "Fine Sheet" for law breakers. Thus Allan's stress and workload decreased as the students' self responsibility and productivity increased. The classroom was coming alive!
The points needed to be made valuable. So Allan asked himself: What will my kids buy for points? At an auction once a month, he sold some or all of the following to the highest bidder:
The next things needed were "Classroom Laws!" These would take Allan out of the management business and put pupils into self-management and self-punishment. First, a "Classroom Constitution" was required and then proper "Laws" (with an adequate fine for infractions). Everything would be written down in the "Law Book" (a loose leaf binder) for all to read.
All that remained now was a simple "Court System" where justice could prevail. Allan, being the only impartial person inside the classroom, became the "Judge and Jury." He decided guilt, amounts of fines, and/or punishment. This meant one child could sue another and collect damages (in points), just like we adults do in dollars. Frivolous lawsuits or losing the case required the loser to pay "Court Costs." The students became polite beyond belief, when this was understood. Even Rascals quickly owned up to wrongdoing. Soon, there was no wrongdoing, bullying, disrespect, etc.
Sometimes it got humorous. For example: "Bankruptees," sitting and doing extra credit could be heard to tell another Bankruptee, "Gee! I wish somebody would hit me so I could sue'em and get out of Bankruptcy. Or, at recess, a girl would come running and laughing up to Mr. Harrison and say, "How much do you think this lump on my forehead should be worth? John just hit me with a rock for no reason!"
Probably the most important "System Innovation" implemented for education today lies with the program's ability to utilize students to help students. This valuable aspect is almost impossible to allow with management methods. On the other hand, with a valuable self accountable scorekeeper, it encourages classroom harmony and pupil leadership opportunities like you can't believe. The explanation is easily understood and very logical.
All students in each major subject now can and should be allowed to earn what is called a "Student Teachership." These Student Teachers merely reinforce any concept taught by the adult teacher, in groups of six. For example: The top 5 kids in a 30 pupil classroom become "tutors" to the remaining 25 (1 tutor with 5 pupils) and they are paid a "bonus" of 10% of whatever their 5 tutored pupils earn at test time. The advantages are huge:
As an almost afterthought, some teachers exit the program after four months and start over. Debts are forgiven and each child receives 500 points in his or her Bank Account. Thus, learned lessons improve future performances. It also prevents discouragement and hoarding. "But be sure to explain this isn't like the real world."
If by chance you feel that the System at school seems so vast and overwhelming, please realize that it can be implemented piecemeal. At first use only the portions with which you feel comfortable, and then implement the rest at your leisure or convenience.
Another thing, teachers should not be afraid to utilize the System despite what their managing administrators might think. Remember, you will be changing nothing except for creating self accountable children who will become self motivated, self disciplined, self responsible, etc. What managing administrator will openly want to express displeasure at this? Nevertheless, achieve perfect security and prestige by informing your pupils' parents about what you expect to achieve with System methods. Invite them to click on this web site.
Finally, some wavering teachers who are still unconvinced of just
how wonderful System methods can be, will now be directed to another of our
web sites where seeming classroom miracles are possible and portrayed.
Click on
http://www.behaviormodsuperkids.com/WebArt8.html
but please hit the "back button" when finished so you can read
the rest of this web site.
One day a parent asked Allan to help him set up a self accountability program for the home. Besides the man and his wife (we'll call them John and Mary Jones), there were four children - Tom, 12; Steve 10; Alice 8; and David, 4.
Allan suggested that John purchase a small calculator; two notebooks (Law & Bank); and some tokens for a scorekeeper. The last could be real pennies; poker chips; steel washers, cheap foreign coins, or even "credit slips" designed by John or Mary. The parents should also rotate, at first, as the household's "Banker" and "Judge & Jury."
Next. Allan said a "Family Council" meeting should be held once a week or at least once a month. Then, the parents would also decide how much of a vote each child should have on decisions before the Council. Probably Tom could have 3/4; Steve 1/2; Alice 1/4; and David, a voice but not yet a vote - this would be something he must earn. John and Mary would each have 1 vote. Thus, John and Mary would still control the household. But this would give the children participation and status for expressing opinions (Everyone would be welded together as a family should).
The Council decided that the Jones' Budget would come to $2400 for the month. Based upon a 10 to 1 ratio (it can be any ratio desired), 24,000 pts. would be available for the home's self accountability program. With 6 people in the household, each person's "Fair Share" of contribution must be either $400 cash or 4000 points. The points were earned by doing chores for the whole household or by accommodating members with points to spend, as described below.
John and Mary, together, contributed $800 cash and received 8000 pts. to pay their children for doing personal things for them (e.g. shining their shoes, cleaning up after a mess made by them, etc.). Tom put up $100 cash from his paper route. He received 1000 pts. and was required to earn 3000 pts. doing chores for the family. Steve offered $25 cash. So he needed to earn 3750 pts. Alice and David had to earn their 4000 pts. around the house. As the kids aged, more cash could be contributed and voting power added. Naturally, the parents also furnished the other $1475 in cash but received more than their money's worth from their children. At the end of each month (or 2 - 6 months as desired) everyone started over. Lessons learned prevented similar mistakes and any "huge"accumulation of points.
First, attitude improvement was phenomenal. The family was now a partnership. Even little David understood why some things were just too expensive. Every aspect of the family could be and was discussed at the Council meeting with the whole family behind each decision. This created a feeling of togetherness that no management family can duplicate.
Next Allan advised the Council to create "jobs" for family members to perform in return for the scorekeeper payment. A type of budget was needed to assure that the available 24,000 total was not exceeded and that each child could and would earn his or her required "fair share." Any dispute for jobs would require that the job be auctioned to the highest bidder (or fairly allocated).
The last thing on the agenda was the most important - making the scorekeeper valuable. It is often here that any self accountability program fails. The reason is: the designer thinks in terms of just what is good for the children rather than WHAT THE KIDS WILL BUY. The following (a partial list) was approved for a month by the Jones's Family Council:
Basic requirements, such as daily food, water, and necessary clothes weren't sold. Normally, how motivational an item was determined whether or not it was sold. If it was harmful THE COUNCIL denied it. Thus Mom & Pop were out of the management business and their STRESS & WORK DISAPPEARED.
If by chance you feel that the System at home seems so vast and overwhelming, please realize that it can be implemented piecemeal. At first use only the portions with which you feel comfortable, and then implement the rest at your leisure or convenience.
Finally, some wavering parents and teachers who are still unconvinced
of just how wonderful System methods can be, will now be directed to another
of our web sites where seeming household and classroom miracles are
possible and portrayed. Click on
http://www.behaviormodsuperkids.com/WebArt9.html
Also click on:
http://www.behaviormodsuperkids.com/WebArt10.html
to discover "Teaching Fun: Doctoring Instructional Sores?"
But, please hit the "back button" when finished so you can read the rest
of this web site.
Nevertheless, we need to say this. You've had a small taste of our writing ability in what you've read so far. The books lay everything out in the same simple, practical, and easy to understand language. And, for the same reasons, this web site was not cluttered with fancy graphics to slow down the loading. But, as amateurs, we did use blue and red colors (contrary to what most web designer would) to show what was important, good, or bad (in our opinion) and to add a little patriotic color (Red, White & Blue). After all, America needs all the help it can get - being managed the way it is!
Truly, it's much more important to us (and the world) that you buy our concept than our books. So, thanks for reading this far and GOOD LUCK! You'll never be sorry you tried a self accountability program. The stress and work of teaching or parenting will quickly disappear! Now, please click on the above links and go to our other Web Sites. Also make this a "Favorite" web site & print it for others to read.
Signed: Allan E. Harrison and Marjorie I. Harrison
NOW GO BACK AND VISIT OUR OTHER THREE WEB SITES BY RETURNING TO THE MIDDLE OF THIS PAGE WHEN YOU: CLICK ON THESE
OR: You can click below to visit our Home Page and from there go to our many other sites. ALSO: while there, you can read many more articles on how to create "Superkids" at school and home. A few examples are: (a) FAQ about the Harrison System. (b) How did the Harrison System get started? (c) You are there, as Harrison innovates the System. (d) Visit a System household without problems. (e) See System miracles for System classrooms and homes. (f) Superkids vs. Good Kids vs. Brats? (g) Substitute Teaching Made Easy and Not Stressful.
http://www.behaviormodsuperkids.com