QUESTION:

I teach small groups in a reading pull-out program. I have students for 30-45 minutes every day. Do you think I could implement the Discipline without Stress approach effectively in my small group setting?

RESPONSE:

It is certainly possible to use the DWS approach in a small-group teaching situation. DWS is an effective tool to motivate students to take control of both their own behavior and their learning.

In your position, working with small groups and focusing on reading remediation, you might be using DWS mainly as a tool to help students recognize the value of putting increased effort into their own learning –the suggestions that follow pertain to this type of thinking. Certainly though, if the need arises, you could also use it to deal with discipline issues.

Begin by teaching the Hierarchy. Adapt the descriptors for each level specifically to your academic situation. Whatever behaviors you think are important to promote (or discourage) can be included. Because your students have some learning challenges, adding some descriptors about perseverance and effort would be particularly valuable.  Here are some possible ideas for each level:

Level D - Motivation is INTERNAL

· shows initiative – practices without reminders

· doesn’t give up – keeps trying – rereads when necessary

· takes responsibility for taking books home to practice

· takes satisfaction in small improvements

· thinks while reading

· tries to relate what is read to other experiences or other books

· reads everywhere – signs, pamphlets, cereal boxes!

· reads books for pleasure and to improve skills

· shares good books with friends

Level C – Motivation is EXTERNAL

· complies with requests from adults to read

· reads as much as is required but little more

· stops reading if adult isn’t supervising

· reads to please others and receive praise

· waits to be reminded to take books home

Level B – unacceptable

· switches books every few minutes

· spends most of reading time focused on things other than reading

· grabs any old book to read, even if it is too hard or too easy

· bothers others at reading time

Level A – unacceptable

· spends little, if any time, actually engaged in reading

· gives in to discouragement very quickly

· prevents others from reading by causing disruptions

Be sure to discuss the direct results of operating at each of the levels. Help students understand the connection between the actions they choose and the outcomes that logically follow. In order to encourage students to becoming SELF-motivated, remind them that people always have a choice in how they think, act and respond.

At the beginning of each new session, set the stage for a successful lesson by quickly reviewing Levels C and D. By occasionally adding new descriptors to Level D, students will be given an ever-increasing number of higher level traits to which they can aspire. Children want to act on the highest level, even if they don’t always manage it. With the DWS Hierarchy, we can show them how!

One of the principles of DWS is to help the children reflect on their own behaviour.  At the end of each session, set up a very brief reflection time (30 seconds).  Ask them to evaluate their own performance during the session.  Don’t ask them to tell you their level – simply give them time for inner reflection, as this best promotes an honest self-evaluation.

Ask your students to set a goal (in their heads) for the rest of the day. Can they think of one small thing that they could do, that would move them forward in their reading as they go back to their other lessons?

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.

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.

RESPONSE:
In any teaching situation, good classroom management lays the foundation for effective discipline. Leave nothing to chance. Carefully create procedures and then proactively teach your students how to behave at Level C in the library. Teach students procedures for every single thing they will need to do while in the library. (See Part I of the DWS Teaching Model.)

For example, you might teach procedures for:

• entering and exiting the library
• signing out and returning books
• voice levels in the library
• movement within the library
• selecting appropriate books
• the use of the library computer
• the use of special books/magazines/reference materials etc.
• locating scrap paper for making notes
• the use of tables and chairs (tables tidied, chairs pushed in when leaving etc.)

In addition to establishing clear library procedures, look at the “Levels of Development Poster” and the “Primary Poster.”

Using these as a reference, make a DWS Hierarchy poster for your own library. (You may need two versions to suit the varying ages of your pupils.) Choose descriptors for each level that will reflect your particular teaching situation, school and needs.

For example, if you want to focus on independence in the library, then you might include some or all of the following descriptors in your Hierarchy:

Level D: Motivation is internal
Asks for assistance from librarian, only after having tried to think through a problem independently.

Level C: Motivation is external
As a first step, asks the librarian for assistance.

Level B:
Wanders around needing help, but not seeking it.

Level A:
Makes no attempt to seek help, and instead deliberately causes disturbances.

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To give you another example, the next set of descriptors might be included to help build the expectation that libraries are rooms for quiet reading and study.

Level D: Motivation is internal
Reads and studies quietly – no adult supervision is necessary.

Level C: Motivation is external
Reads and studies quietly when directly supervised.

Level B:
Reads and studies little–instead distracts or bothers others nearby.

Level A:
Doesn’t read or study at all – instead disturbs everyone by talking loudly.

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Each time a class comes in for their library session, quickly review (no more than a minute or two) the acceptable levels (C and D) thus communicating your high expectations to students. By being proactive in this way, you will be off to a good start with disicpline.