Sound too complicated for little kids?  Actually the concept of choice-response thinking is pretty simple:

As human beings, we always have a choice in how we respond to other people, events, situations––and even to our own impulses.

In his book, Discipline without Stress, Punishments or Rewards, Dr. Marshall explains:

Because we have the freedom to choose our responses, we are responsible for our own choices (behaviors).  By teaching young people that they choose their own behaviors, they begin to become conscious of the fact that no one else chooses their behaviors for them.  Choice-response thinking encourages self-control and responsibility.  In addition, having young people become aware of choice-response thinking can have a liberating effect, especially with those who feel they are helpless or victims.

Recently I found a wonderful picture book that could be used to introduce the concept of choice-response thinking to very young students, PreK-Grade 2.

“Pete the Cat,” is written by Eric Litwin, illustrated by James Dean.

Pete is a happy-go-lucky cat who seems to innately understand the wisdom of choice-response thinking!  Pete really gets it!  He understands that by choosing his responses to seemingly negative situations, he can also choose to live a happy life!  You know the type––Pete’s the guy who makes lemonade when handed a bunch of lemons!

The story begins with Pete proudly walking down the street in his flashy new white shoes.  By the enthusiastic song that he sings, it’s obvious to the reader that Pete LOVES his new white shoes.  What happens next? (and again? and again? and again?)  Pete absent-mindedly and repeatedly manages to step in big MESSES!

To a less conscious cat than Pete, this might spell disaster––new white shoes unexpectedly stained red!  (then blue… then brown… you get the picture!) But Pete never skips a beat in his response to negativity!  He calmly deals with each situation as it occurs.  Every time he encounters a “problem,” he simply decides to change his perception of the situation.  After each “disaster,” we know that Pete has made a decision to remain in a happy state, because immediately he starts singing a new song. “I love my red shoes! I love my brown shoes!” belts out Pete.

By the end of the book, it’s obvious (even to very young people,) that CHOOSING a positive response to a negative situation has a great benefit;  Pete retains control over his own happiness.  A “victimhood thinker,” he is not!  What a great role-model for us all!

By going to youtube, you can watch the author, Eric Litwin, present Pete the Cat to an audience of enthusiastic youngsters.  The best parts are when Pete repeatedly sings various versions of his upbeat color song, “I Love My ____ Shoes!”   (The publisher, Harper Collins also offers a free download of the song and video soundtrack on its website.)

In addition to using this book to support the introduction of DWS, here are some other lesson possibilities for Pete the Cat:

• It’s a perfect story to introduce/reinforce the literary concept of a “circular journey.”  The book begins with Pete in white shoes––and then as you might guess––by the end of the story, Pete’s shoes are white once again!  Here is a link to a lesson plan for teaching the concept of a “circle story,” and another link to an example of a graphic organizer that could be used with students as a follow-up activity.
• Another obvious opportunity is to read this book as part of a study of colors or color words.
• Many primary teachers like to take advantage of books with repetitive story lines because they create starting points for students to make take-off pages of their own.  Scroll down on this link from the publisher’s website to a couple of blackline masters of Pete and his shoe.  Although these sheets are intended to be used as part of a game, they could easily be adapted to suit the purpose of creating a class take-off book too.

Have fun with this book!  Perhaps, if you’re like me, you’ll find yourself robustly singing “I love my white shoes!” at odd moments of the day!

Click for some related postings:

I’m hoping to find a list of picture books to introduce the four DWS levels.

What is the correct way to introduce the Hierarchy?

I love the question suggestions in the DWS book, but like the author said, it’s a skill that takes practice. I usually need a lot of practice and that means I’ll need the questions nearby to refer to often. I just don’t understand how teachers remember everything!

RESPONSE:

The questions in Dr. Marshall’s book are meant to be examples only––they’re not meant to be memorized––so you don’t have to worry about that. However, I can understand what you mean about having a lot to remember!

At first, it does seem as if you have to remember everything, but as you practice, it gradually becomes second nature to follow the Teaching Model. That’s why I encourage people to think of learning to implement the DWS approach as a journey.

Each part of the Teaching Model requires first, understanding, and then practice on the part of the teacher.  Remember, since it’s impossible to control other people, you’re changing yourself––in order to better influence students in a positive direction.  Changing oneself can often be challenging!

Asking reflective questions is now easy for me but in the beginning it wasn’t. My teaching partner actually wrote two large charts displaying the questions in Dr. Marshall book (from pp. 19-21,) and put them up on the wall for us to refer to when we needed them. Of course, we teach grade one; the kids couldn’t read the questions in the beginning of the year so it worked well for us to have these prompts right up on the wall!  I do know of other teachers on the DWS mailring who simply xeroxed off the list of questions from the book and carried them with them as they were teaching.

It doesn’t hurt for there to be a pause (as you think of what to ask,) when you’re dealing with a child in a discipline situation. During that pause (while you are thinking,) the child is naturally already thinking about their behavior too!

Another thing my partner did was to challenge herself  to spend one entire day responding to almost anything a child said, with a question.  She found that this successfully helped her to develop the habit of asking instead of telling.  Whenever a child said anything, she would try to find a way to respond with a reflective question.

For example:

• If a child said (as they often do in Grade One,) “I found a staple on the carpet,” she would say, “What do you think would be the best thing to do with it?”  Of course they knew!
• If a child said, “Which math questions do I need to do?” she would respond with “Where could you find that information on the board?”
• If a child didn’t know what to do next (because they weren’t listening for directions,) she would ask, “Who, in the class might know what to do? How could looking at that person help you?”
• If a child left their coat on the floor, she would ask them, “Do you see anything in the coatroom that you need to do something about?”
• If a child said, “Can I be finished my work now?”  she would ask, “Would you say you’ve done a complete job on this assignment, or would you say that you need to do more to make it complete?”

This constant practice got her in the swing of making it a habit to ask questions more often. From there she found it became easier to ask questions in discipline situations too.

It’s really a case of learning to “bite our teacher tongues!” As teachers––so accustomed to teaching and telling––it’s hard to get in the habit of not blurting out whatever we think of saying. We often try to tell kids the answers to all their problems. But once you see how effective it is for kids to think of their own solutions, you’ll find it easier to ask questions that get them thinking for themselves!

A related posting:

Can you give me some examples of reflective questions?

In his book, The First Days of School;How to Be an Effective Teacher, classroom management guru, Harry Wong, quotes research conducted by Madeline Hunter.  He asks us to consider the following information:

• For a child to learn something new, you need to repeat it on the average 8 times.
• For a child to unlearn an old behavior and replace it with a new behavior, you need to repeat the new behavior on the average  28 times.
• 20 of those times are used to eliminate the old behavior and 8 of the times are used to learn the new behavior.

The implication of this information is enormous:

There is great value in thinking out your classroom procedures carefully before teaching them for the first time.

As well, whenever tempted to speed up or take shortcuts in the teaching of classroom procedures, remind yourself how much longer it takes to reteach than it does to teach something well the first time around.  Time devoted to the teaching of procedures is time well spent.

As a first grade teacher, I totally agree with DWS being the best way to go.  However, I have some concerns about the developmental readiness of young children to operate on the level of Democracy on the Hierarchy.  I seem to recall from my Ed. Psych. class that this level of behavior was ‘normally’ expected around the teenage years––if at all.

RESPONSE:

I’ve heard this concern raised before and although I haven’t taken psychology courses for many years now, I’m happy to give an opinion based purely on personal experience in the classroom. I teach Grade One too!

Firstly, I feel it’s important to review the definition of what it means to be operating on Level D.  I want to be sure we’re working from the same understanding.

A person operating on Level D is someone who does the right thing (or kind thing, or generous thing, or caring thing, or expected thing or responsible thing  etc. etc. etc.,) simply because he sees it as the right thing to do.  The main point is that a person on Level D is operating from internal motivation.  A person operating on Level D does the “right thing” regardless of the presence of an authority figure.   On Level D, people don’t look to someone else to suggest that they do the right thing, they aren’t concerned about impressing or pleasing another person, and they aren’t worried about avoiding the disapproval of another person.

Secondly, I want to make it clear that the Hierarchy is a self-assessment tool for judging individual actions.  Therefore, when I want to assign a level to something I have done in my own life, I’m evaluating one event at a time.  I’m not thinking about a whole day, or an entire morning, or one hour, or even five minutes of my life.  I’m just thinking about each action taken separately, on its own merit.  Each time people make a choice or a decision, or take an action, they are choosing from one particular level of operation.

So, from this frame of reference, I now think about my class.  Do they ever operate on Level D?  Are they even capable of doing that?  My observations over the years tell me that absolutely they are able to operate on Level D, even though they are only six years old.  Notice this isn’t the same as asking, “Did I ever meet a child who operated on Level D every minute of their life?”   The answer to that question would be “No.”  It would be like asking, “Did I ever meet an adult who operated on Level D every minute of their life?”   So far I haven’t met one who even came close!

My experience tells me that Grade One kids act on Level D many, many times a day.  Even my most difficult student operates on Level D at some points throughout each day.

When I think back over today, I can quickly give you lots of examples of kids in my class operating from internal motivation:

I saw Christopher, one of my special needs kids, give a hug to another boy who was crying.  The boy had hurt himself by falling.  Christopher saw someone who needed a reassuring hug and he simply gave it.  He didn’t look to see if I noticed.  He didn’t wait for a suggestion before he gave a hug.  He just knew a hug would help and so he kindly gave it.  That’s Level D.

I saw Derek, who has the job of handing out the “math stickers” this week (at calendar time,) bring the container of math stickers to his desk when we came back inside after recess.  He knew that the math stickers would be needed soon and he wanted to be ready and responsible.  I didn’t suggest it or remind him.  He simply took it upon himself to be ready.  That’s taking responsibility––Level D.

After recess, I noticed that Richie came right back in, sat down at his desk and started correcting some math errors from previous lessons in his math notebook.  Everyone else in the class was chatting and waiting for me to get the math lesson underway.  Richie, on the other hand, chose to get started on something that he knew he would be expected to do later in the day.  He was motivated to get those corrections out of the way.  When he saw a spare moment he chose to get started.  He didn’t wait for me to remind him or suggest that he use his time wisely.  Doing the expected thing simply because you know that it is expected of you is operating at Level D.

I had Lena ask me if she could take a classroom reader home tonight so that she could do some extra reading practice.  She’s pleased with herself these days because she has discovered that if she reads and rereads many books over and over, she has great control over how quickly she can make progress through the reading levels.   She’s internally motivated to put in extra effort in order to become a better reader––that’s Level D.

At snack time, Brent had some gummy bears.  Out of the goodness of his heart he offered some to his desk partner ––Level D.   He wasn’t responding to a request from his friend. No adult had suggested he share; it was his idea.  He simply and happily offered some treats to a friend.

We’re studying bees at the moment and the kids are fascinated by them.  Today at lunch time, five kids decided to capture bees so that they could observe them more closely!   They wanted to see if the stinger really remains hidden until the bee is ready to sting!  (Yikes!)  Although it wasn’t a very safe idea, they were showing initiative in their own learning.  Taking initiative is Level D.

I’m sure if you think about the children in your own class, you can remember dozens of similar situations in which children were operating on a very high level––they were internally motivated to do the right (or kind, or generous or responsible etc.) thing.  Although these examples may not fit the moral developmental milestones discussed in a typical psychology course, they do represent Level D on the DWS Hierarchy.  Hope this helps to clarify your thinking on the subject!

Sometimes I have trouble choosing the right words.  I usually always ask a question though.  For example I might ask,  “Why are you talking during this lesson?“ or “Why are you choosing to play with your pencil instead of listening?”

DR. MARSHALL’S RESPONSE:

Never ask “Why?”  It is accusatory.

And besides people often do not know why they do things.  Even if they could, they may not want to tell you the real reason.

If you are just curious ask, “Why did do X rather than Y?”  You may still get, “I don’t know.”

The point:  Forget the use of “Why?”

A related posting:

Can you give me some examples of reflective questions?

In previous years when we’ve had a new addition to our class, we’ve sometimes experienced the following problem:  If the new youngster starts to feel anxious and begins to cling to Mom when it’s time for her to leave, we’ve been surprised to see that there have always been one or two other kids in the class who start crying and clinging to their moms too!  I guess it’s a sympathetic reaction;  they must pick up on the new child’s anxiety and it makes them feel nervous or scared too.  Whatever the reason, it’s been a rather negative experience for all––just at a time when one would hope to create a positive atmosphere of  welcome.

She started the meeting by explaining that a new boy would be joining our class.  She asked the kids to imagine what it might feel like to be in his shoes.  Had they ever experienced something similar––a time when they were new to a group?

Then she brought out our DWS Hierarchy chart.  ”How might various people, operating at different levels of the Hierarchy, handle this out-of-the-ordinary situation?” she inquired.  She guided the discussion with questions and together they arrived at the following descriptors for behavior at each of the four levels:

Level A

• being mean to the new child,  perhaps teasing etc.

Level B

• not looking very pleasantly at the child
• ignoring the child altogether
• imitating clingy behaviour which upsets everyone in the class

Level C

• being polite to the child in class (when adults are present,) but essentially ignoring the child on the playground

Level D

• going out of your way to say hello
• telling the new person your name
• smiling at the new person
• inviting the newcomer to join in at lunch and recess
• offering help when the new child seems confused about routines etc.
• understanding that the new child may feel sad to be left in a new classroom––but not imitating that behavior
• offering friendship to the newcomer

At the end of the meeting she asked the children to keep this discussion in mind and to think about which level they wanted to operate on the following day when the new boy arrived.

The results of this meeting were great!  Not only did we avoid a problem we had encountered several times before, but we noticed that kids were shyly taking the initiative to say hello and introduce themselves in the cloakroom––even before the new student had been officially introduced.  We’ve never seen that happen before!

I’m  going to start using DWS in my classroom this coming year.  My grade level uses Fun Friday/Study Hall.  I’m confused on how I can incorporate DWS into Fun Friday.  Am I just overthinking this issue?

RESPONSE:

I have no personal experience with Fun Friday/Study Halls but I gather it’s a reward for those who live up to expectations during the week––or a punishment for those who do not. This doesn’t match DWS thinking simply because it is reward/punishment based.  Rewards and punishments are both forms of external motivation. DWS uses an approach focused on promoting internal motivation.  It uses procedures, expectations and The Hierarchy to raise responsibility.  The two mindsets are quite different.

However, if you are required to participate in this school program, you could perhaps set it up with more of a DWS “flavor.” You could have the students self-assess their own involvement.  Students could be asked to decide for themselves if they meet the requirements of “Fun Friday” or if their own behavior during the week would be more in line with Study Hall.

The younger the child, the greater would be the need to start with a) very clear procedures and 2) very clear criteria for involvement in Fun Friday. One suggestion I would have would be to hold quick but frequent self-assessment times through the week (and throughout each day,) by reviewing the criteria.   This would help ensure that no child is surprised on Friday when they have to indicate that their choices throughout the week have been consistent with attending “Study Hall.”   Even so, with very young children, they may not be able to connect their in-the-moment daily evaluations with the end result (Study Hall five days later,) until the moment they realize that others in the class are going to Fun Friday celebrations––while they are not.

So, no, you’re not overthinking this; it really is quite difficult to find a way to combine rewards and punishments with a philosophy that states that rewards and punishments are ineffective approaches for working with people. Sometimes, in order to try out DWS in a school with a completely different philosophy, teachers simpy have to try to make the program fit with external constraints as best they can.

Some related postings on student self-assessment that may be of interest:

I’m required to give my students a behavior grade.

I would like my students to give themselves a daily discipline mark.

I don’t use this particular signal when I’m in a rush to get everyone’s attention.   Instead I use it when my goal is to calm the class down because they have become a bit too excited or noisy.

Here’s how it goes:

The teacher indicates that she is wanting to “gather” the students by first extending both arms in an open rounded fashion and then repeatedly bringing the hands toward the chest.  In silence––and with a smile on her face––the teacher indicates in an inviting way that she is wanting to draw the group together.  The students don’t actually move closer physically but instead are taught to turn and give their silent attention to the teacher whenever they see these “gathering actions.”

With my grade one students, I find that I also need to teach them a physical response to this gentle signal, in order to maintain their full attention during the time it takes to gather the entire group.  Since the teacher is gathering attention, I have taught my students to respond by giving attention back to the teacher.  It’s kind of like casting a spell!

I teach them to look directly at me and repeatedly extend their arms more or less straight out, starting first at the chest and then moving outward.  Sometimes they wiggle their fingers magically too! Once students notice any moving arms in the classroom, they are trained to turn around and start motioning in the same way themselves.  When I have the attention of everyone, I slowly and somewhat dramatically, bring my own hands together in front of me and then downward.  The students mimic, still silent, and then I am able to speak or give directions calmly.  I find it’s quite therapeutic actually!

Although initially it takes a bit of effort and time to teach and practice this particular signal, I find that it’s very worthwhile to do so.  As I said, it’s an excellent way to create an atmosphere of complete calm in the classroom––without ever saying a word.

It’s also a fun strategy to use when there are guests in the room; I’d certainly use it if I was ever being evaluated.  Often visitors are completely taken aback––suddenly the room goes silent and they have no idea how that feat was accomplished.  Most often, still involved in conversations themselves, they completely missed the “magic” that brought it about!

RELATED POSTINGS:

I’d like more ideas for effective attention management signals.

Non-verbal cues for procedures.

School Assembly Procedures

What is a good response to people who argue that extrinsic rewards are okay for students because they’re just the same as an adult getting a paycheck at the end of the week?  When people say this, I cringe.  I know it’s not the same, but I don’t know how to argue the point intelligently.

DR. MARSHALL’S RESPONSE:

Here is what to say:

Employment is a social contract.  A person provides some service for remuneration. The only thing a fee for service has in common with rewards (as acknowledgments or as incentives) is that they both MAY involve legal tender.

When was the last time you looked at your paycheck and thanked your employer for the reward?

You may remember that in the early pages of the DWS book, Dr. Marshall mentions Victor Frankl.  Dr. Frankl, a Holocaust survivor, dramatically demonstrated through his own actions and attitudes while imprisoned in WWII concentration camps that people (whether they realize it or not,) always have the power to choose their own thoughts and perspectives on life––regardless of the situation in which they find themselves.

Teaching this concept of “choice-response thinking” to young people is at the core of the DWS approach.  Realizing that each of us always has a choice in how we behave and learn––regardless of the situation, the stimulus or the urge to act on an impulse––is one of the key understandings that students need in order to take full advantage of the DWS Hierarchy.  Level D derives its power from the fact that it is a voluntary level; it can never be forced.

In the TED clip linked above, Dr. Frankl lectures on another concept closely related to teaching and DWS-–-that of believing in the goodness and greatness of every student, despite the current level of behavior that he/she might be displaying.

I found Frankl’s thinking on this subject to be not only inspiring but very logical too.  It makes sense to believe in others!

The blackboard diagram he draws near the end of the clip, gave me a visual that I intend to bring to mind when I encounter challenging situations with my students.  You might find it useful in calming and directing your mind too.  We, as teachers, also have choices to make!