Recently I took time to ask about a list of Rights and Responsibilities I noticed hanging on the wall of one alternative high school site that I visit regularly in my position as literacy teacher.  I learned that a number of years ago a former teacher had helped the students (aged 14-16) to write it.  Ever since, the school has used it as a reference point for discussing success at school.  As well, whenever a new student is transitioned into the school, teachers begin with this list of rights and responsibilities to introduce the expectations and procedures of the school to the young person and their parents.

CVAS Rights and Responsibilities

(Written by students of Cowichan Valley Alternate School, Providence Farm, Duncan, B.C.)

1.  I have a right to learn in this school.

• It is my responsibility to listen to instructions, work quietly and to quietly ask for help if I have a problem.

2.  I have a right to hear and be heard.

• It is my responsibility not to talk, shout, or make loud noises when others are speaking.

3.  I have a right to be respected in this school.

• It is my responsibility not to tease or bug other people or to hurt their feelings by what I might say or do.

4.   I have a right to be safe in this school.

• It is my responsibility not to speak unkindly to or about anyone else or to threaten, kick, punch or physically harm anyone else.

5.  I have a right to privacy and my own personal space.

• It is my responsibility to respect the personal space and property of others and to accept their right to privacy.

The above list inspired the administration and staff at another alternate school to create a more formal school code of conduct based on the CVAS model:

RIGHTS AND RESPONSIBILITIES

1. I have the right to be heard.
…  I have the responsibility to listen.

2.  I have the right to learn.
…  I have the responsibility to allow others to learn.

3.  I have the right to feel safe.
…  I have the responsibility to ensure the safety of others.

4.  I have the right to an education.
…  I have the responsibility to be on time and attend.

5.  I have the right to positive emotional support
…  I have the responsibility to create a positive environment for others.

6.  I have the right to be treated with respect.
…  I have the responsibility to treat others with respect.

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.  Although some people prefer to make charts like this themselves, others prefer to save time by purchasing them from Dr. Marshall’s site.

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.

QUESTION:

I’m a middle school art teacher. I’ve just read Dr. Marshall’s DWS book.  I want to use it in my teaching but I’m having trouble understanding expectations vs. rules. The two sound the same to me just that they have different labels. I’m not sure if I need to convert what I have used in the past or if my list of expectations is okay as is:

1. Respect people and artwork

2. Follow all directions – Be Safe.

3. Be Cooperative – Not Disruptive.

4. Use appropriate voices.

5. Be Responsible.

In other years, I usually went over these rules and had the kids discuss what they meant. Then I jotted down a few notes under each one.

For example:

Respect people and artwork.

· Don’t touch other people.

· If it’s not yours don’t touch it.

· Use kind words or don’t say anything.

· No teasing, no put downs

I feel like I don’t really need these specifics with the DWStress program––yet, if I’m not specific, I feel like there will be miscommunication issues. Please help!

RESPONSE:

My teaching partner, Darlene, and I used to post classroom expectations on the wall, but we haven’t done so for several years now because we found the situation to be as you described. With DWS, we couldn’t really see any need for posted expectations. Not to say that posting some general expectations on the wall is wrong––it’s just that we decided that we no longer felt it was necessary.

As Dr. Marshall suggests on Page 119 of  his book, we found that many of the things that we used to post as rules or expectations, are more beneficially expressed as a series of specific procedures.

You mentioned the need for specific communication so that your students will know what you expect from them. You’re right! Communication is absolutely essential and allows the teacher to proactively take care of classroom management. When classroom management issues are handled proactively, there’s always less of a need for what we might have thought of in the past as “discipline”—in other words, dealing reactively with students who didn’t understand our expectations and as a result, started to misbehave.

Darlene and I like to think carefully about what we want our classroom procedures to be, teach them well and repeatedly (at least eight times is necessary according to expert, Harry Wong), and then expect our students to follow them. These days, this is the method by which we choose to communicate our “Classroom Expectations.”

Your list of expectations includes “Be Responsible.” Although being responsible is an important trait to encourage in young people, the two words, “Be Responsible,” on their own, may not provide enough specific information to the majority of your students to allow them to live up to your expectations regarding responsibility during art class.

Adults often assume that young people should just know what we mean when we tell them to “be responsible,” but in my experience there are many students who really don’t know what “being responsible” looks like in specific situations. With only a fuzzy image of responsibility in their minds, a number of students will often start to look as if they are deliberately misbehaving, when in fact it’s more a case that they genuinely don’t know what responsible things the adult is expecting them to do.

As teachers, we have a much better chance of getting all students to operate on Level C if we let them know precisely what Level C behavior looks like in a particular situation. By teaching them very specific procedures, we are indeed teaching them what they need to do to operate on an acceptable level in this discipline program. By communicating our expectations very clearly, every student then has an equal opportunity to be successful–even those who initially come to us without much of an idea of what “being responsible” means.

For example, here are the types of specific procedures that might help your students understand your expectations regarding responsible behavior during art class:

• Art paper is kept on shelves, separated by colors. When returning an unused sheet of paper, it should be returned to the correct color shelf so that the paper remains flat, not crumpled.
• Scraps of paper that are very small should be put in the recycling bin. (Hold up a scrap to show exactly what you mean by “small.”)
• Larger scraps of paper that can be used in another project, should go into the cardboard magazine holders on the back shelf, according to color. (Again, show the size of a “large scrap.”)
• Large scraps of shiny paper should be returned to the box on the bottom of the trolley.
• Small scraps of shiny paper should be put into the garbage can–this type of paper is not recyclable.
• Scissors may be borrowed from the teacher’s scissor holder, which is kept on the back table, and should be returned, blades down, to the holder at the end of class.
• When moving in the classroom, use a speed that is safe and not disruptive to anyone.
• Use your own glue stick for paper. Liquid glue or electric glue gun isn’t necessary for paper.

To follow along with the Principle of Positivity in this discipline program, it makes sense to word procedures in the positive. Instead of painting a negative picture by saying, “Don’t leave dirty paintbrushes in the sink,” you might teach:  “Put dirty paintbrushes in this red tray which we keep to the left of the sink.” or “Wash your own paintbrush, being careful to wipe away from the handle, so as not to damage the bristles. Return the brush to one of the jugs on the sink, organized by brush size, and put the paper towel in the garbage.”

With certain procedures, it might also be valuable to spend a bit of time discussing why it’s important to have everyone follow them. For instance, it would help the custodian if everyone remembered to put down paper on the table before starting to paint. Many students wouldn’t automatically be mature enough to think from the perspective of the custodian without a discussion initiated by the teacher.

As you can imagine, teaching procedures to convey classroom expectations, takes a lot longer than going over a short list of two or three general phrases on the first day of term, but in the long run, it’s a more effective and less stressful way of teaching. As Darlene and I get more and more used to the DWS teaching mindset, we understand that the time allotted to the careful and repetitive teaching of procedures in September, is well worth it and eventually pays off in more time that can be devoted to learning throughout the rest of the year.

We no longer feel anxious that we aren’t getting to the content as quickly as we might have done in the past. Besides, not all procedures need to be taught immediately—it’s an ongoing process. If you start the year with drawing activities, then “painting procedures” can wait. It wouldn’t be a wise teaching strategy to spend an entire class discussing procedures without ever getting to any activity at all.

You also mentioned the need to convey the understanding that students need to be respectful of each other. To my way of thinking, this can’t really be thought of as a procedure, so with this type of expectation, I would simply rely on a discussion to convey the understanding that I expect everyone to be treated with good manners. Genuine respect is a choice, whereas good manners are a set of procedures that can be taught, learned and followed by all.  I would use the wording that I expect them “to be respectful,” but I would ensure a safe environment for all by proactively teaching procedures for good manners.

Keeping the Principle of Reflection in mind, I would ask the students for their thoughts and suggestions about how we might create a safe environment–one in which all students feel that they have the freedom to express themselves creatively without fear of ridicule. It would probably have the most impact if the discussion focused on feelings. In other words, asking questions that evoke a personal response such as “How would you feel if someone teased you about your artwork or carelessly moved your work and damaged it?” etc. might be most effective.

Hope this helps clear up some of the confusion you were feeling. I had exactly same question when I first began using this discipline approach.

DR. MARSHALL’S RESPONSE:
These students will have more discipline challenges than the average—as indicated by their backgrounds and by their being placed in the special class you are teaching. Most of them probably have little structure and/or attention at home. Some will behave respectfully and responsibly ONLY if they do not have negative feelings about the teacher. Hence, it will be necessary to talk positively to them by emphasizing their strengths and continually telling them of your confidence in them.

Here are some suggestions:

1. Learn the names they would like to be called by you, mentioning not to give “street names.” Some will want you to use nicknames, instead of the name listed on official records.

2. Start greeting students at the door each day, calling them by their preferred name as they enter. A simple, “Hi, Malvern,” will do.

3. Post the levels in the front of your classroom so that when students are looking at you, they will also see the poster in the background.

4. Inform them that what they do, or do not do, affects them more than you. Have a discussion on the topic.

5. Read aloud to the students, the section on victimhood thinking from DISCIPLINE without STRESS, PUNISHMENTS or REWARDS.

6. Have a sponge activity when they first come into the room and have another activity ready when they complete the first–dead time is deadly!

7. Relationships are critical with these students. Give them “talk time.” Plan on using the last ten minutes of every period for a “Reflection and Interview Time.”

• Reflection: Ask them to relate to one other person what they learned in the class. After each learning partner has shared, have them interview each other.

• Interview: Each day put three questions on the board and let students choose one question to ask the other person.

• What is your favorite movie and why?
• What to you like to do most?
• What do you think is your strongest asset?

8. Ron Clark’s book, The Essential 55, would be an excellent
resource for you.

Finally, remember that your greatest contribution to these students will not likely be in terms of academic performance. It will be in having them LEARN (and WANT to learn), how to act in socially acceptable ways.

Persevere! You are the best thing some of your students have in their lives.

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.

DR. MARSHALL’S RESPONSE:
Every student-teacher relationship is different. No teacher should be bound by the relationship of another.

The less reliance on the form, the more successful you will be in discipline situations. Use it only as a last resort.

The essay was designed to give the student a responsibility-producing activity while allowing the teacher to continue teaching.

When the teacher has a moment to spend with the student, the discussion should revolve around developing a procedure to help the student redirect impulses.

The self-diagnostic referral is used when the essay is no longer effective and the teacher wants to inform the parent. If a student has behaved responsibly after completing the self-diagnostic referral, then the essay can be used again.

In all cases, the student is asked to identify the level of chosen behavior. This, in essence, serves as a warning before any written form is given.

When a form is used, remember to give the student several choices, e.g., completing the form in the student’s seat, in the back of the room or with the help of another student.

The mindset of the teacher should be to work with the student to help him/her control impulses.

Remember that the forms are simply options for a teacher to use if they so choose. The teacher can also elicit a consequence from the student if irresponsible behavior continues.