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

When there is a discipline issue, my first course of action is to return to the DWS Teaching Model.  Guided by the first step, I review my procedures:

• Have I taught/practiced this particular procedure enough times for this child to be successful?
• Can I offer this child a chance to find his own procedure or should I work with the youngster, developing a procedure together?
• Have I taught about impulse management?  Have I explained, at this child’s level of understanding, what it means to be a victim of impulses?

A grade four teacher in our school once had a student that blurted out continually––weeks after everyone else in the class had learned not to do so. One lunch hour she worked with him, teaching him to use a poker chip to keep his impulses in check.

She gave him a poker chip to put on the left hand corner of his desk.  Together they practiced: She pretended to teach and when he wanted to say something, his procedure was to first take the poker chip in hand and then raise it so she could see. When she saw he had followed the procedure, she would acknowledge him by asking him to speak. By practicing together in a fun way many times (because after all, it is kind of funny to do this when no one else is around, and the teacher is pretending to teach and the child is pretending to want to say something), he learned to curb his impulse to call out during regular classes.

Steven Covey refers to “the gap between the stimulus and the response.” He suggests that any person is capable of consciously using this small gap of time to choose to do something other than simply react in a habitual way. Covey asserts that the goal for anyone who wants to be less reactive is to make this gap bigger over time.  If a person practices doing a concrete action in the gap, it “buys a bit of time,” thus creating a slightly bigger space between the stimulus and the response.  It acts as an automatic reminder that a new habit is being formed.

If a “blurter” gets into the habit of employing a deliberate and concrete physical procedure––such as having to pick something up before he speaks––he has automatically created a bigger gap.  This larger gap affords him more time to consciously choose a desirable response.  Gradually, with opportunities to practice, a positive habit can replace a negative one; self-control can replace impulsiveness.

I’m looking for some different things to try to control the student voice level during centers. I really don’t believe that whispering is a natural thing for anyone, adults included. That said, in order for me to work with small groups I need them to be quieter than their regular talking voice level. I have tried playing music and telling them that they have to be quieter than the music but that hasn’t really helped them regulate.  I want them working together during centers, but I need some suggestions as to help them work quiet-er.

RESPONSE:

I always check Marvin Marshall’s blog each morning. This morning he had a posting on the topic of “Noise Levels.”

I’ve used his suggestion in my own class during our free centers time. The key sentence is the final one in the posting––the one about expectations.

In Marshall’s DWS approach, you would first teach the kids about the various noise levels that he’s mentioned, 1-5. Adjust the definitions to suit your own expectations and situation.  Then practice with the children so that they can simulate each level. (You’d probably have to be in the gym to practice Noise Level 5 and warn your principal to expect some sudden screams!) Then when you felt they understood your expectations for center time and the variations between the levels (and could reproduce them during practice sessions,) you would be ready.

Marshall would suggest that you hold a discussion prior to the start of center time. This approach is all about being positive and proactive.  You would ask the class to tell you what noise level is appropriate during center time (and why.)

Then you would ask:  ”What should happen if we can’t keep our voices to this level and it starts getting too noisy in the classroom?” In my experience, one kid at least, always suggests that if the class gets out of hand, free centers should be over and everyone should return to desks to do a quieter (more controlled,) activity. At that point, Marshall suggests the teacher reply: “Yes, I can live with that.”

Invariably, for several days, the class will begin well but eventually return to their old habits  (As they say, old habits die hard!) When the volume begins to rise past acceptable, the teacher simply has to get student attention and ask––sadly––a series of questions:

• “What noise level did we just have in here?”
• “What level did we say was acceptable at center time?”
• “Before we started centers, what did we say should happen if we couldn’t manage our own voices at an acceptable level?
• “What should happen now?”

And some child will always answer for everyone…  ”We should go back to our desks.”

“Yes,” you sadly agree.  Like I said, over time this approach helps children learn to regulate their own behavior; I’ve seen it happen in countless situations.

It doesn’t happen by magic though. Often people teach only the initial levels but neglect to put enough energy and focus into following through. You have to teach your expectations well initially and be consistent, but even young students can learn to take responsibility for their behavior. At some point you’ll start to notice that the more mature ones become your allies––they will encourage the rowdier ones to come into line because they can see what’s coming. Another key factor is not to give up. Have the same discussion for a number of days in a row and you will start to see improvement. Always start with positive expectations that you know they can learn to do this; you know they are capable.

Another suggestion from Marshall would be to challenge the class on each successive day to “beat” their own record. In other words, on the first day write on the board the number of minutes that they managed their own behavior at center time. The next day, refer to that number and challenge them to better it. Kids are extremely motivated by challenges. Explain that you have planned for __ minutes of center time. Then challenge them with a question, “How many minutes of fun learning time can we manage today?”

Keep in mind, one other thing. If you begin this process in September the results are much faster than midway through the year. Madeline Hunter’s brain research shows that to learn something initially requires 8 practice times. To change a routine and learn a new one requires 28 practice sessions; 20 times to unlearn the previous habit and 8 more times to learn the new habit. It’s not impossible to change habits part way through the year, it just requires more student practice and teacher perseverance.

I’m trying to get a handle on this whole concept of guided choices and procedures.  I guess I don’t really understand what a procedure is or how you would use a procedure when a student is misbehaving.  Can you give me an example?

DR. MARSHALL’S RESPONSE:

Teaching procedures is teaching expectations.

Here is an example:

Rather than punishing students for walking down the hallway and talking without permission (against directions), students can be asked for suggestions.  The question can be put to them, “What can you do if you have the urge to talk?”

A student might volunteer, “Tell yourself not to talk.”  The teacher can respond that this is a good plan but will not produce success unless a procedure is attached to it.

Students can suggest some.  Two possibilities might be:

• Keep your lips together as you are walking.
• Press your tongue to the top of your mouth so you can’t talk.

The teacher would then suggest practicing, “Show me what this would look like.”

The teacher can also pursue the topic of talking a bit further by asking, “What if the person beside you talks to you.  What can you do?”

Again more procedures would be developed such as “Put your finger to your mouth.” The teacher could explain how doing this–taking the initiative to remind a fellow student of expected behavior–is at Level D, taking initiative.

Again the teacher would have students practice and reinforce the procedure:

“Show me what it would look like if your walking pal started to talk to you.  What would you do?”

RESPONSE:
Dr. Marshall often points out the importance of “establishing procedures.” This allows students to know exactly how things should be done in any particular classroom. By teaching your students the procedures that you want them to follow, you are actually teaching them how to be well-behaved in your lab.  In other words, you will be teaching them how to act on Level C of the DWS Hierarchy.

Begin by thinking through every single thing that you want or expect students to do in the computer lab.  Think about what they must do––from the minute they leave their own classroom and arrive in the lab, until the minute they leave you and return to their classroom teacher.

Here are some questions to ask yourself.  Please note that the answers may vary with each different grade level you teach. You would match your procedures to the age/maturity level of each group.

•    How should students travel down the hall and enter the computer lab?

•    Is there anything they should bring with them so as to be well prepared for a computer lesson?

•    How should they move around in the lab?  Should they remain seated the entire time or will they be free to move around, talk and look at other people’s work etc.?

•    Where should they sit?  Is it important that they use the same computer every time or will they be free to choose a new spot each time?

•    What about adjusting seats for height?  Should they do this independently or will they be expected to ask for adult help?

•    What routines should students follow as the arrive?  Should they immediately log in or should they wait for an instruction from me?

•    What is my expectation for noise level in the lab?

•    When I’m demonstrating something, how do I want them to sit?  (Swivel in their chairs to see the screen?  Turn their bodies around and put their hands in their laps?  Just turn their heads?)

•    If I need to talk to them in the middle of a work time, what will be my signal for quickly getting their attention?

•    Do I want them to have access to the Internet or is this something that will be restricted? What are the district policies for this?

•    Are there certain cupboards or areas of the lab that are for adults only? Are there other areas to which students have free access?

•    How do I want them to save and organize projects and assignments on their computer?

•    What about those who finish an activity first?  Do I want them to go to a specific program and practice a certain skill or do I want them to use a program of their own choice and have free time?

•    What about printing?  Do students need to ask for permission every time or will they be free to print as they complete their assignments?   Do I want them to get up and go to the printer… as soon as they print?  at the end of class? or will a helper take a stack of printed papers back for the classroom teacher to distribute?

•    What about going for drinks or using the washroom?  Should they ask for permission or just leave if they feel they need to?  Should more than one person leave the room at a time?

•   What would I like them to do at the end of a lesson?  (Log out?  Line up the keyboard and mouse in a tidy fashion?  Push the chair in?)

•   How do I want them to exit the lab?  ( Line up at the door as soon as they log out or wait in their chairs until everyone is logged out and I direct them to line up?)

•    ETC. ETC. ETC.  Once you get going, you’ll come up with even more points to consider!  The more the better.  The more you think your procedures through, the more easily students will learn to behave.

By figuring out exactly how you want your lab and your lessons to operate (and then teaching specific procedures that will support this vision,) you will avoid many problems.

High expectations are also extremely important.  Stick to your own procedures.  If you have taught the students a particular procedure, expect them to follow it.  If you are wishy-washy in what you expect, you’ll have wishy-washy responses from the students.  Students will start to make up their own procedures which might not match your preferences!

If you see that a certain procedure is not being followed as you have taught it, stop and re-teach.  Explain that procedures are important to facilitate the smooth operation of the lab.  You can do this in a friendly way and still remain firm in your expectations.

When students experience that a teacher is:

• well prepared in terms of both procedures and assignments,
• has a an enthusiastic and positive attitude, and;
• expects the highest level of behavior from them,

they come to respect that individual.  They begin with a mindset of working cooperatively with that teacher.  Even if they don’t always behave themselves outside your lab, they can learn to operate at a high level in the lab, if that is what you teach and expect.

RESPONSE:

During the first weeks of school, particularly in the primary grades, PROCEDURES are infinitely more important than having children assess their level or fill out reflection sheets.  Go back to Step One of the DWS Teaching Model.  Focus on teaching and practicing classroom procedures whenever you have a child who isn’t operating on Level C.

Harry Wong, the all-time guru of classroom management asks us to consider this information:

• For a child to learn something new, you need to repeat it on 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 average, 28 times.

• Twenty of those times are used to eliminate the old behavior and eight of the times are used to learn the new behavior.

Whenever I review this information I feel less stress.  I am reminded that I shouldn’t assume that a child knows a procedure until I’ve formally taught it, reviewed it and practiced it a minimum of 8 times. It prompts me to remember that my first goal should be to teach every child the procedures of my classroom that will allow them to operate at Level C.  Until I’ve done that, I don’t think of children as having discipline problems, I think of them as children who haven’t yet learned the procedures of my classroom.

Maintaining this mindset accomplishes two things:

1) It gives every student the very best possible shot at being successful; almost every child can learn a procedure after this amount of teaching, review and practice. When children have mastered a certain procedure, they’ve made it to Level C of this discipline system –– Hooray, that’s my goal!

2) Being reminded of the vast amount of teaching that is required for the class to reach mastery level, helps me to keep my mindset positive. It keeps me focused on what will be helpful (reteaching – at least 8 times) and keeps my focus off being annoyed with the one immature kid who seems to be misbehaving.

I ask myself:

• Have I given this child an opportunity to learn/practice this procedure at least 8 times?

• If not, is it fair to consider this a behaviour/discipline issue at this point?

Often I realize I should go the teaching route (focusing on classroom management,) rather than the route of discipline (focusing on the levels, checking for understanding and guided choices.)

I have just begun using DWS this year with my 4 yr. old special needs preschool classes.  I absolutely love it.  No, my class is not perfect. No, DWS does not solve all behavior problems.  What it does is this: For the first time, I am able to “reward” my kids that are being good, while helping the kids that are not!   It makes me view everything as a teachable moment, rather than a child’s attempt to undermine.  I love the way it stresses the positive and actually encourages me to pay more attention to the children who are doing the right thing.  I still have much to learn and need to practice many aspects but I am extremely excited about the journey. So far things are going very well.   I believe I would have more problems with the personalities in my class if I was doing it the old way.

The idea of teaching every procedure is also a huge life-saver!  I have a child with mild autism and another that may be autistic.  The concept of 6 to 8 weeks for them to learn the procedures was very hard but has reaped many rewards!  It is tough to slow down and NOT be doing some of the things I was doing last year (and that other teachers are doing at our school!)  However, I don’t believe I am behind.  I may not do as many things as the previous year, but content-wise I am not behind and may even be ahead! They are listening better (notice, not perfectly but definitely better!) and transitions are smoother because we practice!

I am trying not to preach too much to co-workers, but it is hard to curtail my enthusiasm.  I definitely want to become better at this approach.   I think it has so much to offer the GOOD kids.  Some of the behavior problems in my class are beyond a simple behavior plan.  We may make a difference for them, we may not.  I have always been concerned for the good kids when all we spend our time doing is trying to catch the problem kids being good, or offering rewards to the problem kids, etc. etc.  FInally, I believe this approach helps ALL kids with the same approach.  I’m sold!!

We’ve just started a series of swimming lessons at our local Community Center for all the primary students in our school. This year I decided to be more proactive than in previous years. Instead of just talking for a couple of minutes–just prior to getting on the bus on the first day–about what behavior is expected at the swimming pool, I decided to plan for a time to discuss it the day before.

As soon as I really started thinking to myself in an organized way about what procedures we would need at the swimming pool, I realized that there were actually 4 SETS of procedures to talk about! Going swimming with 21 little kids is no mean feat!

In preparation, on chart paper I wrote:

What’s expected…

1. On the bus?

2. At the pool?

3. In the change room?

4. In the Water Safety lesson?

As part of our K/1 calendar time on Monday, I started by having the class look at our DWS Hierarchy. We talked about how the ultimate goal for a person is to be self-disciplined by operating on Level D. In other words, the goal is looking after yourself.

We talked about how we could benefit from this type of operation on our swimming trips. In addition to feeling good about our abilities to act capably and independently, we would also naturally be building positive relationships with many people–the swimming instructors, the parent helpers, the bus driver, members of the public also using the swimming pool etc. These people would certainly enjoy being with us if we were operating on the highest level. (For more information, see this related post.)

Then I asked the kids to give me suggestions for each of the above categories on our chart and I wrote a few pertinent words in each. (I worked in spelling lessons too as I recorded their ideas!) After we finished, I went back to each category and put large stars beside the most critical ideas.

What’s expected…

On the bus?

• fairly quiet
• stay in seat
• sit back
• don’t forget swim gear

At the pool?

• WALK
• listen to swimming teacher
• be polite
• try to learn

In the change rooms?

• change quickly
• keep belongings in one place
• walk
• be respectful (of senior citizens in change room)
• remember all your gear
• come out and line up quietly

In the Water Safety lesson?

• learn
• listen to safety teacher
• hand up to speak

Although my teaching partner and I have quite a challenging class this year, on Tuesday when we went swimming, the students were all extremely well behaved. Several parents at different times laughingly mentioned that their kids came home on Monday and seriously told them all about what’s expected during each part of a swimming trip–so I know that our 15 minute discussion and chart made an impression on them!

It was a pretty positive start, to what in the past has sometimes been a stressful afternoon activity.

Such diligence pays off! Not only does Marybeth ensure that every child in the class has the opportunity to be successful in learning how to work independently with the various art materials and tools available in the classroom, but by being proactive, she avoids many unnecessary problems for herself, as teacher.

Marybeth explains:

“I find that many “problems” with kids are actually the result of them not knowing or understanding the right way to do things. I am all by myself with usually between 20-24 children, so it’s all on me. Because I don’t like having to go back and reteach something I neglected to do properly in the first place, I make a point of explicitly teaching procedures to my Kindergarten students in the first weeks of school.”

QUESTION:
Could you explain how you teach your students to use markers, watercolors and tempera paint in Kindergarten?

MARYBETH’S RESPONSE:

Many of my Kindergarten students have had little or no experience with crayons, markers, pencils, etc. Most have not been to preschool, so they don’t even know how to grip. I usually begin with crayons the first day, showing the whole group how to hold the crayons and how to place the paper so they won’t mark up the tables. I prefer to use crayons in the flat boxes, with the lid placed under the box for safe keeping. I find that by teaching them to take out only one crayon at a time and always return it before getting another, few, if any, crayons are ever lost. As well, crayons are never broken through misuse; the only time they get broken is when a child does not have well developed motor control.

On the first day I tell the students to get out their red crayon and then I glance quickly to see who went for the red. I repeat for all colors. This allows me to make some initial assessments of their color knowledge. I give them the option of coloring in simple outlines or coloring on blank paper. Almost all children choose the coloring sheets rather than blank paper. I use the coloring sheets only for the first or second day because I want the kids to learn to color on their own. I give them VERY basic suggestions about coloring within the lines, but never expect this or say a word if they don’t.

I think it’s important to explain to the children that they should only comment on their own coloring work. I use this as a lesson in “attending to your own affairs.” Nearly every year, there is at least one “sophisticated” child who feels the need to be judgmental about the paper of someone who has clearly never colored before. I remind them gently that it is my job to comment–and their job to color. This sets a positive tone for the remainder of the year. I try to find something wonderful to casually mention about everyone’s coloring throughout the day.

The big thing I do is to tell them to use more than one color. I tell them that “excellent colorers” try to use at least five colors on each page. This helps eliminates “scribble-scrabble” and draws their consciousness towards their work – making drawing time about care and concentration, rather than just “getting the job done quickly.”

Typically, I introduce markers on the following day or two – again, whole group. I follow the same format as with the crayons. I tell them to “listen for the snap” each time they put away a marker. I exaggerate this by putting it up to my ear and nodding when I hear the snap. I have them keep markers in ziplock bags with the tips going up which helps prevent the markers from leaking. All of this is modeled several times. “I see Jason listening for the snap. I see Aleysha using only one color and returning it to the bag before getting out another. I see Ferrin keeping her tips up, going all the same way. Ferrin, please show us how you put up your markers.” I know all of this may seem goofy, but I have little or no trouble with kids using art things without my help later in the year.

Somewhere on the second or third day I teach them how to use scissors; few children will have had any experience. I use scissors with a slight point; if children are to learn to be successful with cutting, they need to have good scissors. I have them cut straight edges where they can simply snip the edge off to be successful. Afterwards, I move onto zigzag and then finally, curved lines, beginning with bold
lines and moving to lighter lines. Early in the year, I find it best not to plan projects where they must concentrate on both cutting and simultaneously moving the paper. Scooting out from the table, allows the child more elbow room, so I encourage them to move out from the edge of the table so they can comfortably put their elbows at their sides (making it easier for them to turn the paper.) I teach kids to put their fingers in the right holes, with their thumbs on top. I demonstrate that they should also put their pointer finger on bottom–in front of the hole, not in it.

After three or four days, I show them how to use playdough in groups of 4-6 children. I use special mats for this so messy tables are never a problem afterwards. In the beginning, I give them only 2-3 molds and a rolling pin. Too many things make it difficult for them to concentrate. I teach them how to pick up small playdough pieces with a larger piece–like a special magnet–and how to return every little bit to the can. In the beginning, I use the same color for everyone at the table and after a couple of times, I have a separate color for each child. In this way, I can tell who has mastered the procedures.

After a week, I introduce gluing. I also do this in a group of 4-6 children. Many children do not understand that it is the bottom that must be glued. I teach them “a little dab will do it.” (Some of us oldies will remember the Brylcreem hair jingle!) I teach them how to pinch the bottle so only a dab comes out. Some will be quite pleased that they have just a dab, but wonder why it won’t stick when the glue is on the top! I use foam pieces, bottle caps, pom-poms and other stiffer, larger collage materials. I have them glue this onto cardboard pieces because it is often difficult when the child has to glue to thinner paper. Using a stiff sheet provides more control for the young child.

After a couple of weeks, I teach them how to use the easel and paints, with only two children painting, at a time and only three colors of paint at first. I bought cups that have paint brushes with matching colored handles. This makes it easy for kids to know in which paint cup the brush should rest. I model only the correct way to use the brushes and explain why 1) I am brushing off excess paint, 2) why I am working carefully not to drip paint and 3) why I put the red brush only in the red paint cup. I stop frequently to go over every detail and ask review questions.

I do watercolors last because I find they’re the hardest; students must contend with not only the paintbox, but the paint brush AND water cup too. The paint brushes can so easily become damaged with young students if I don’t teach them to follow certain procedures. I make sure the water cup is filled only half way and is of sufficient weight not to tip over easily when the child rinses and brushes the excess water off the edge. I also remove the black and the brown pans from the paintbox; this allows for more color.  The absence of black and brown help the children see more color when their paintings dry. After they become proficient at using the water colors, I add back the black and brown. As well, after I have taught them various mediums on various backgrounds, I begin with mixing mediums. I keep it simple at first and then build up.

After the kids learn these basics, I let them loose in the art center–two kids at a time– where they can create on their own. An important thing to do at that point is teach procedures for clean up so that the center will always be “ready for the next person.”

Have fun!
Marybeth

QUESTION:

I teach two 8th grade “behavior modification classes,” mainly composed of students sent to us from alternative school or juvenile hall. I like the suggestion in your discipline book about holding class meetings but the ones I’ve tried so far have been a disaster. There is no way that I know of to keep the students from all talking at the same time.

DR. MARSHALL’S RESPONSE:

This indicates that PROCEDURES for the class meetings were not explained, practiced, and reinforced. Many problems, such as the one you mention–all the students talking at once–may seem as if they are related to discipline, when in effect, they are actually more related to classroom management.

Print out the section on classroom meetings and study it carefully–especially the part re: establishing procedures.