QUESTION: What are the most important things I need to understand before I teach the Hierarchy? RESPONSE: Keeping the four-part DWS Teaching Model in mind, here are some critical understandings with regard to the Hierarchy of Social Development: • Levels A and B are always unacceptable. Choosing to act (either consciously or non-consciously) at these [...]
May 2007
Monthly Archive
What are the most important things to understand about the DWS Hierarchy?
I need an overview of the three phases of the Raise Responsibility System of discipline.
QUESTION: Can you give me an overview of how the Raise Responsibilty System is implemented in a classroom? RESPONSE: The Raise Responsibility System, an important part of the DISCIPLINE without STRESS Teaching Model, has three phases: 1. Teaching the Hierarchy, 2. Checking for Understanding, and; 3. Guided Choices. Phase 1 – TEACHING THE HIERARCHY Dr. [...]
I just got the book. How long until I can implement DWS?
QUESTION: I just got Dr. Marshall’s book, DISCIPLINE without STRESS, PUNISHMENTS or REWARDS. How long will it take until I can implement this system in my classroom? RESPONSE: You can begin to implement the DISCIPLINE without STRESS approach whenever you feel comfortable that you understand the system well enough to use it. It’s possible to [...]
For what age group is this discipline approach designed?
DR. MARSHALL’S RESPONSE: Although this system of discipline was originally developed while I was teaching at the middle school level, the principles can be used successfully with students of any age–preschool to grade 12. DISCIPLINE without STRESS will work with anyone who has achieved enough cognitive development to reason. DISCIPLINE without STRESS handles disruptive behavior [...]
If I give a treat, is that the same as rewarding?
QUESTION: Once in awhile, I would love to treat my class to a fancy pencil or a snack just because they are a great group of kids. However, now that I am using DISCIPLINE without STRESS, I pull back because it seems like I am rewarding them. Have you any thoughts on this? RESPONSE: You [...]
What can be done so students know that the intrinsic is always most important?
QUESTION: I will start teaching next year and would like to get some ideas on behavior management and the use of rewards. I’m looking at a variety of discipline approaches, including DISCIPLINE without STRESS. I have a question: If a teacher does choose to provide extrinsic rewards, what should he or she do to make [...]
DEVELOPING POSITIVE HABITS IN DISCIPLINE SITUATIONS
Recently I was glancing through a book from the public library: THE BOOK OF NURTURING–Nine Natural Laws for Enriching Your Family Life by Linda and Richard Eyre. In the chapter on discipline, a little story caught my eye because it contained a very PROACTIVE and POSITIVE suggestion that could be used by anyone who wanted [...]
A DWS MINDSET: MISBEHAVIOR AS AN OPPORTUNITY TO LEARN
Recently, I attended a community workshop. Over the lunch hour I happened to sit with a very interesting lady. After a few minutes, our conversation turned to what we did for a living and I explained that I was a teacher. She told me that she worked for the Ministry of Social Services, a government [...]
IMPROVING THE QUALITY OF HOMETASKS
The following post was originally shared on the DWS mailring. It highlights an important DWS teaching attitude–that of choosing to view a negative situation (students doing a poor job of completing and returning homework) as an opportunity to help students to take responsibility. In addition to demonstrating the Principle of Positivity, this post also illustrates [...]
Do you have suggestions for students from juvenile hall?
QUESTION: I teach special classes—most of my students come from juvenile hall and alternative schools—ones for students with behavioral and emotional problems. I took on these classes because I thought I would be able to help the kids who need it most. But now, I’m the one that needs the help! I’m having trouble using [...]
