Because young people are no different than adults in this respect, one of the three principles that form the foundation of the Disicipline without Stress Teaching Model is Positivity.

Dr. Marshall reminds teachers to develop a coaching mindset from which misbehavior is viewed as the child’s best effort in THAT moment to fix a frustration.  He suggests that teachers word all their communications in a positive way.  In other words, a goal for DWS teachers is to train themselves to consciously choose positive wording in every situation––even discipline situations that would typically be perceived as negative.  Although developing this skill initially can be a challenge for most teachers, becoming more positive in our teaching holds enormous benefits for students and teachers alike.

Another important aspect of the Positivity Principle is for the teacher to proactively create a positive classroom environment in which students are so involved in their learning that they have little desire to misbehave.  It makes sense!  Why would a child want to misbehave when they’re engaged in meaningful tasks, familiar with the highest level of the DWS Hierarchy (acting with internal motivation,) and fun activities are routinely included in lessons?

As we start back to school for another new year, I thought I’d share one small way I incorporate some laughter and fun into my own elementary school teaching.

Over the years I’ve collected a large number of riddles suitable for younger children.  Each September I xerox these riddles onto a variety of colored papers, cut the riddles apart and fold each one in half.

Some years I store the riddles in a brightly decorated box and have the kids pull out one or two whenever we have a moment to spare.  Often this might be at the end of the day or in that minute before the bell rings for lunch time.  Depending on the age of the children, I might read the riddle to the class myself or turn that job over to the child.  If no correct guess has been made after three tries, we simply share the answer.

Then I always take a moment to ask why the riddle is funny.  Experience has shown me that little kids will laugh uproariously over a riddle answer even if they don’t understand the humor! They simply know that all punch lines are supposed to be followed by a laugh.  Over the course of a year, this little activity provides many opportunities to discuss double meanings of words, puns, famous sayings etc. I find that sharing riddles makes the kids more creative and flexible in their thinking, so our daily joke session is educational as well as fun.  It offers a bit of reading practice too for those old enough!

Other years, I have created a “job” in my classroom as Class Comedian.  Each student becomes our Comedian for a week at a time, taking home an envelope of 5 riddles in order to practice reading them.  This is always one of the most appealing jobs in the classroom.

If you are currently a teacher who substitutes in other people’s classrooms, you may find that these riddles are useful to you as well.  Most well-prepared “guest teachers” that I know tend to carry a positive bag of tricks with them wherever they go!

Click here for a PDF of My K-5 Riddle Collection

Some related posts featuring the Principle of Positivity:

Using a positive challenge!

I need help with positivity.

A DWS Mindset: Misbehavior as an Opportunity to Learn

Improving the Quality of Homework

Focusing on the positive!

As a grade 7-12 substitute teacher,  I was thinking of “travelling” with the ABCD poster and briefly explaining it, but I wondered if that would be too disruptive to kids if I’m only with them for a day or two.  I’m finding that getting good behavior as a sub is far more difficult than when I did student teaching.  I’m looking for some type of philosophy or system to proactively manage the classrooms I “visit” and also deal with issues that arise. For some students, they see a sub and think “anarchy!”

DR. MARSHALL’S RESPONSE:

As soon as you enter the classroom and have the students’ attention, say, “I am looking forward to being a guest in your classroom, and I am sure you will treat me as you would a guest in your own home.”

(You have just raised their expectations.)

Then show the poster of the levels located here.

Explain the levels to the students and then announce:

“We do not have anarchy in schools.

I am confident that you will all be on Level C or Level D today.

However, for those who are not capable of showing respect to a guest and have poor impulse control by choosing to act on Level B, then I feel obligated to leave a note with your regular teacher indicating how you treated me.

Now, let’s have good day!”

RESPONSE:
Firstly, you can decide to make it a habit to use the three principles of DwStress–POSITIVITY, CHOICE and REFLECTION–in all your teaching.

1. You can phrase your communications positively.

For example, you can begin the class with a confident smile, letting them know that you are pleased to be working with your favorite age group! I don’t know about you, but whatever group I’m currently working with is always my favorite!

2. You can build small choices into the day.

For instance, you might say: “Your teacher left me a plan for the day. She said that we need to complete a written assignment and discuss some review questions for Friday’s test. Which would you like to do first? Let’s take a quick vote.”

You can offer choices to misbehaving students—even if the school requires that certain consequences need to be imposed. In a quiet and non-confrontational way, you might say, “I notice in your teacher’s planning book, that talking out of turn results in 20 minutes of lost lunch time. Is this what you really want? Which sounds better to you? Spending your lunch time in here with me doing an assignment, or in the cafeteria with your friends? I’m prepared to stay in with you, but the decision is really up to you.”

3. You can use reflective questioning to prompt thinking, as in the example above.

Your question reminded me of a letter I once received from someone who was intrigued by an experience I had written about in a little story titled, “Choosing Your Teacher.” The concept of “choosing your teacher” is mentioned in Dr. Marshall’s book, Discipline without Stress.

She explained to me that in the past when she had worked as a guest teacher, she had always found it effective to explain to classes that the students actually held the power to choose the kind of teacher they would like to have while their own teacher was away.

Here’s her story:

Quite a few years ago when my children were young, I subbed for our district because I wasn’t quite ready to go back to full-time teaching. By the way, this was long before I’d heard about Discipline Without Stress.

I used to go into the classrooms in the morning and give each class a little speech about who I was…what my expectations were…etc. And somewhere in there, I always managed to say some variation of, “You get to decide whether we have a great day together or a horrible day together. I can be a really fun teacher–or a really mean teacher. And it’s totally up to you which one I will be today.”

I loved subbing and invariably had great days with the kids. I hadn’t thought about that line, “choosing your teacher,” in years, until I read your story about the kids in your class discovering that they might all have a different teacher–depending on their own behaviors!

I would suggest that this person’s strategy of being upfront with the students and inviting them to be conscious of the fact that they actually hold the power to CHOOSE the type of teacher they would like to have while their regular teacher is away, would be an excellent way to start off any guest teaching assignment. It’s positive, it puts the responsibility for behavior where it belongs–on the students–and it empowers them with a choice!

DR. MARSHALL’S RESPONSE:
The problem is the history of the class–you are one of their many teachers. They have had no stability, no structure and what’s more, they know that you are not their regular teacher. They know that you will not be there very long and therefore, they feel no restrictions.

Your students are like the young boys deserted on a desert island, described in William Golding’s 1954, Nobel-prize winning, “Lord of the Flies.” (Incidentally, I derived the first two levels of the hierarchy from the book.) The boys operated, as some of your students are, as if there were no standards, no expectations—as if anyone could do whatever they wanted.

When there is anarchy (Level A), someone eventually takes over and makes the rules. That person becomes the boss. In Golding’s story, the person who became the boss, bullied the others (Level B).

The hierarchy levels are levels of social development. When I developed the DISCIPLINE without STRESS Teaching Model, I was teaching social studies–the levels were very handy in explaining both historical and current events.

For example, what do you think the results would have been if Mahatma Gandhi had tried using nonviolence against Adolph Hitler? Gandhi’s approached worked because he used it against a democratic type of government–Great Britain. Using noncoercion against a tyrant would have dramatically shortened Gandhi’s life.

YOU CANNOT TREAT PEOPLE WHO ARE OPERATING AT LEVEL B, AS IF THEY ARE AT LEVEL D. THEY MUST FIRST EXPERIENCE LEVEL C. The goal of the teacher is to have all students operating at Level C or higher.

In a classroom, we attempt to get students at least to Level C. However, if students choose not to act appropriately–when they make their own rules and thereby bully the teacher–they are in effect saying, “Boss us; we need you to tell us what to do because we can’t do it by ourselves.”

In that case, treat them as if they are not mature enough to operate at Level C. Let them know that this is how THEY are telling you they want to be treated. THEY HAVE MADE THE CHOICE OF THE TYPE OF TEACHER THEY WILL HAVE–a Level B teacher. Please understand that you can be a Level B teacher without being autocratic or authoritarian.

You can use authority without being authoritarian or punitive. Here is how to do it:

Explain EVERY procedure down to the smallest detail. Demonstrate EXACTLY what you want students to do and have them practice the procedure. If any students start to misbehave, simply say, “I THOUGHT you were on Level C, but I guess I was wrong.” Then have them practice the procedure again.

Let them know that when they can do the procedure two times, as students on Level C would, then they will have convinced you that they are mature enough to get into the lesson. Learning how to do procedures successfully must be demonstrated. Then they will be ready to learn.

Again, emphasize that this is THEIR choice and that no teaching will be attempted by you until they can demonstrate that they are ready to learn.

Here are some suggestions:

1. Be sure there is no dead time when students are just sitting. Dead classroom time is deadly! It is an invitation for being mischievous. Always have students doing something, even repeating procedures again and again until they demonstrate to you that they are ready to move onto learning. The psychology behind this is for them to come to you rather than your being “controlled by their anarchistic behavior.”

To repeat the point: This strategy means the students may be practicing the same routine until they really get fed up with it! Follow this same approach for every procedure you introduce. Students will soon get to the point that they no longer want to be treated in this manner and so will begin to comply willingly.

2. When a student continues to act at Level A/B, go up to the student and whisper in his/her ear, “Don’t worry about what will happen later. We will talk about it after class.” (When it comes to changing behavior, not knowing what will happen is more effective than knowing what will happen.) This statement will immediately stop the misbehavior because it will redirect the student’s attention.

3. After class or at a quiet moment, elicit a consequence, e.g., “Shall we have you call a parent and explain your behavior? Shall we have you report to the assistant principal and have you describe your level of behavior?” “Or perhaps you have a better idea to control your impulses next time?”

4. Start off each day with a class meeting, beginning with a reflection about behavior on the previous day. Put some suggestions on the table (first from the students and then from you), for what their expectations are for the day. If they say Level C (and they will), treat them that way. If they go back to misbehaving, let them know that they must want you to be a Level B teacher again and go back to having them practice in minute detail everything you want them to do.

5. Review the impulse procedure as illustrated at this link: http://www.marvinmarshall.com/impulsemanagement.html

6. Have a discussion about being victims of their impulses. Have them practice gasping to redirect their impulses. Discuss other procedures they can use to redirect their impulses so they need not be victims and can instead, demonstrate that they are capable of acting on Level C–regardless of who the teacher is.

7. Be proactive. Let them know that sooner or later, they will be getting a new teacher. You are preparing them so that when the new teacher arrives, they can show their new teacher how they have grown and how well they can manage their impulses and act as they should.

8. Remember, your challenge is to create new mindsets in the their heads. They are capable of acting on Level C and your role is to help them.

RESPONSE:
Part I of the DWS Teaching Model, outlines that clear classroom management procedures are the first priority for effective teaching.

In your situation as a guest teacher, you will be acting proactively if you ask the students as you start your session with them, to explain the basic procedures used in their classroom. If they seem unclear as to a particular procedure which you think might be needed during the time you are there, establish your own.

For example, you might discuss/clarify procedures for such things as:

• asking or answering a question
• indicating a need to leave the room
• movement within the room
• use of classroom materials/supplies/computers etc.
• exiting the room at dismissal times

In addition to dealing with classroom management issues, you can challenge yourself in your guest teaching situations, to implement Part II of the DISCIPLINE Without STRESS Teaching Model, the three principles of the Raise Responsibility System–Positivity, Choice and Reflection. Incorporating these three principles into your teaching style, improves the chance that students will willingly choose to cooperate with you during the time you are teaching them.

POSITIVITY
Phrase all your communications in a positive way– you are more likely to gain student cooperation with positivity than with negativity.

For example, a student who has barely started his work asks, “Can I get a drink? Typically, we teachers might say, “Your assignment must be finished first.” or “Not until you’ve finished more questions.” or even just “No.”

Dr. Marshall suggests that the same message can be delivered in a positive way–a way that will promote a willingness on the part of the student to continue with the task.

Student asks: “Can I get a drink?”
Teacher replies: “Sure, as soon as you finish your work, you’re welcome to get a drink.”

CHOICE
Empower a child who is misbehaving, by offering a choice between several options.

For instance, a student may be tapping a pencil deliberately on his desk to annoy you or another pupil. Offer at least two choices in a non-threatening way, and in a pleasant tone of voice (to ensure that the student really feels he has a choice in the matter.)

You might say, “What you’re choosing to do right now is rather disruptive to us. Would you prefer to go somewhere else in the room to tap your pencil where it won’t distract anyone else–perhaps over by the sink or in the cloakroom?–or would you like to raise the level of your behavior to something higher and stay here with the group? (It is possible to discuss levels of behavior without even first teaching the actual hierarchy. Refer to a “low” or “high” level of behavior and the students will intuitively understand what you mean.)

REFLECTION
With a student who is misbehaving, use questions to prompt reflection. Train yourself to ASK, rather than tell. This is challenging because it is the opposite of what we teachers naturally tend to do, however, it will increase your effectiveness with challenging students.

As an example, imagine a child who is bothering his partner in a line-up situation.

Typically, teachers might say, “Jim, Fred is getting tired of this. If you don’t stop poking him, you’ll have to go to the end of the line”.

To promote reflection, you might instead respond with:

“Jim, How do you think Fred is feeling right now–after he’s been poked quite a few times?” PAUSE FOR REFLECTION (An answer aloud is not required–simply posing a question will prompt Jim to think TO HIMSELF.)

Then ask:
“How do you think he feels about standing next to someone who keeps poking him?”

or,
“Do you think Fred is enjoying being your partner right now?”

At this point, the key may be to walk a short distance away. Walking away emphasizes to the child that he needs to THINK. Thinking increases the likelihood that he will come to the conclusion that his actions are leading him to a result that he doesn’t really want and won’t like. Come back in a moment to see what is happening. Often the offending child voluntarily chooses to raise the level of his behavior as a result of being prompted to reflect on the logical outcomes of what he is doing.

“Reflection and Self-Evaluation, Parts I, II, III” are articles which discuss the skill of asking reflective questions.

http://www.marvinmarshall.com/articles/articles_learning.htm

When working with classes of older students (intermediate grades and up), it is certainly possible to introduce the Hierarchy of Social Development–even within an hour-long session. Although this might not be something you routinely choose to do, it could be very helpful when working with students who present you with discipline challenges. Simply lay the original plan aside and teach the students about the four levels of behavior as they relate to the current situation. Ask them to evaluate their own behavior based on these new learnings. Even a brief exposure to the Hierarchy of Social Development can be “eye-opening” for older students and is certainly a valuable use of class time.

Continued good luck in your teaching!