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.

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 teach a class of remediation seniors who have not passed the high school exit exam. They are very difficult to control. Nothing fazes them. There are two or three who simply do not take no for an answer. They ask to go to the bathroom, get a drink, make a phone call. I say “No.”  They ask again in 3 minutes.

DR. MARSHALL’S RESPONSE:

Teach the Hierarchy. Discuss the level that students are on when they attempt to evade their responsibility of learning. (Level B because they are making their own standards of what school should be about.)

Share the examples you have described in your question above.  Ask the class to develop some procedures where it can be a win-win situation. Explain you don’t want to say no, but you know that the trips out of the room are attempts to remain victims of impulses.  They are simply excuses to waste time, rather than learn.

Spend a few minutes daily with each of these students at their desk level––not over them. Tutor them. Build a relationship with each one.

Have a class discussion regarding how collaboration is an excellent way to learn.  Explain why  peer mentoring is so effective for both the mentor and the mentee. Try to match these students up with another student who would be willing to work with them.

If all else fails, you can always use contingencies, e.g., “Sure you can go, when your assignment is completed and you explain it to me.”

Note: A full explanation of “contingencies” can be found in Dr. Marshall’s book, starting on page 3.

DR. MARSHALL’S RESPONSE:

Re:  Home Life

Focus on the behavior––not the “why” for the behavior.  Regardless of the “why,” everyone still has the freedom to choose their response to any situation, stimulus, or urge.

Simply put, expect your students to act in appropriate ways. Let them  know that if they don’t, they are the victims of their impulses. Not  even young children want to be victims.  (View DWS Impulse Poster.)

Re: Other Teachers

You can be the only one at school using the  program and the learning climate of your class changes. (Of course, the entire culture of the school changes if the system is adopted school wide.)

A related post: Using the DWS Impulse Poster

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.)

6th and 7th graders are very impulsive creatures — they have been taught to be impulsive by adults. Don’t believe it? Just go to a teacher training session and observe how the teachers behave while the speakers are presenting!  As a society we have become more impulsive, less respectful and less willing to listen to others.  Just watch the adults, who come, presumably, to watch a student performance at school; they often talk right through it!

So, I guess my point is that until students are taught and learn self control, are disciplinary consequences really the answer? Is giving them Detention Hall going to make them less impulsive?  More importantly, will it make them respect you, make them more excited about school, your classroom, and your subject? My guess is not.  You may get through to some but I suspect you will alienate more than you win over.

So in reality, the goal is to teach students self-control and self-discipline. The way you do this is by establishing your own routine when the behavior occurs. Give them the talk about working together (it comes in many forms,) and then just tell them that you are not going to respond to their outbursts. When they do yell out, respond with your cool, calm and collected routine. It becomes a procedure and a learning tool–rather than a consequence.

I have a high level math class and they are the most impulsive creatures I have ever seen! I put a worksheet on a desk and immediately I am bombarded with a million questions before I even finish passing the rest out.

Here is how I respond:

I have a poster on my wall that I got from Dr. Marvin Marshall’s web site. He is the author of the book, Discipline Without Stress, Punishments or Rewards.

The poster says:

IMPULSE CONTROL

STOP – Gasp a long deep breath,

THINK – of options,

GO – with your best choice.

We talk about this at the first of the year. With each outburst I simply do not respond.  Instead I walk over to the poster, and place my hand next to it like a game show model would present a product. At first it didn’t work, but after a while a few students started with the, “Shut-up”s and “Be quiet.” to their neighbors.   Now it takes little more than walking towards the poster to get the desired response; the class quiets down.

The key is refusing to respond to unsolicited outbursts.  Never ever respond. If you do respond, it should be with, “As soon as you sit quietly and raise your hand, I will consider responding to you.”

Impulsiveness is not something that can be easily overcome. Our world is full of impulsive and compulsive people. Think of it as another skill to learn–like reading or long division. It takes time and repetition to break a bad habit.

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Kerry’s Comments:

Although the suggestions above were originally offered to a teacher at the middle school level, the same procedure could be taught with great success at any grade level, following much the same teaching process as described.

Click here to view Dr. Marshall’s Impulse Poster