First day of school yesterday. I have about 31 4th/5th graders. Morning started off great, went downhill from there. I’m going to introduce the RRS essay tomorrow.

DR. MARSHALL’S RESPONSE:

If on the second day of school, essays are used, it means that many of the steps of the Teaching Model have been missed entirely.

Some considerations:

1. Assume your students know nothing–not even how to enter your room. TEACH and periodically reinforce PROCEDURES FOR EVERYTHING YOU WANT THEM TO DO. This is the essence of classroom management. Without good classroom management every day will be like yesterday.

2. Immediately start some activity where relationships are established. Have them get to know each other and get to know you.  Otherwise, it will be “us” vs. “you”––not a good situation.

3. Have a classroom meeting. The problem is theirs. Whether they learn or not is their decision, not yours. Ask them for suggestions to solve their problem.

4. Remember to be positive, remind them that they choose the level they are acting on, and have them reflect on their level by the questions you ask.

5. Find a few ringleaders. Privately ask for their assistance by giving them some leadership positions.

6. Find something good about the class. Build on the positive. Negativity will take you in the wrong direction. This may be your most difficult challenge. Reflect on what you are saying. If it comes out so that students perceive it as a negative, turn it around before you say it––so it comes out in a positive manner. This requires practice–but if you focus on it, you can do it.  Honing in on your communications will dramatically change the classroom.

When you use coercion, you are inviting resistance. And don’t forget a key ingredient to good instruction. Your students should always have something to do. Dead time is deadly time.

If 95% of the kids are attentively listening, but two boys are making faces to each other and laughing, clearly not paying attention, how do you refocus them without calling them out in front of the class?  I get that it’s more effective to ask them about their behavior, but I wonder if I can I do that in front of everyone? And can I do the follow-up questioning in front of the whole class as well? I can’t really pull them aside when I’m the one teaching! Help, please!

RESPONSE:

When you follow the DWS approach, you are asking the student to assess a level of behavior.  This has a different feel to it than “calling a student out.”

As Dr. Marshall explains in his book:

The Hierarchy focuses on labeling behavior, not people.  Labeling people often has negative overtones and is not conducive to building relationships.  In contrast, labeling a description is far less antagonizing.  A fundamental advantage of the Hierarchy is that it naturally accomplishes what adults talk about but have a most difficult time in accomplishing, namely, separating a person’s behavior from the person himself.  Even though we try desperately to make it clear to a young person that we are not criticizing the student as a person––that we are just not approving of inappropriate behavior––it is extremely difficult for a young person to perceive the difference.  Teaching the Hierarchy makes this challenging task quite easy. (p. 86)

You’re absolutely right that it’s not practical to have a private conversation when you’re actually teaching the whole class, although on occasion––with some more serious behavior––I have had to ask a student (or two) to come out into the hall to have a private conversation in the middle of a lesson.  Although not perfect, it certainly does convey the understanding that your expectations are important––so important that you can’t carry on teaching if basic expectations are not met.  As I’m exiting with the two, I might simply say to the class,  ”Kids, I’m needing to have a discussion with Brett and Aaron. (And of course, the kids all know why, so no explanation is necessary.)  Here is a time when I am going to ask you to operate on a very high level because I won’t be in the room for a minute.  How many people think that they can quietly read a book or draw in their doodle book while I’m out in the hall?  Thank you.  I know I can count on you to show self-discipline.

Sometimes just moving closer to the misbehaving students––while still teaching––is enough of a hint, or putting a hand gently on a shoulder while you continue your teaching, will bring awareness to at least one of them about the need to re-focus.

Since reflection is one of the principles of DWS and just as you suggested, it’s always the goal to ask rather than tell, you could try:

“Brett and Aaron…

• is having a private conversation at this time, appropriate?”
• I’m finding it difficult to give a lesson when two people are having a conversation. Can you help me with this?”
• I notice lots of people really trying to understand this lesson but some are having trouble thinking.  I’m actually having some trouble keeping myself.  Can you think why that might be?”
• I can see you have something you really want to talk about, but when would be a better time for conversation?”
• when we’re having a lesson, what are kids expected to do?  Why is this important?  or  How could this lesson benefit you?”

Many times I find, a question or two is enough to get kids back on track––especially when I take care to ask my questions respectfully, kindly, patiently, even with a smile. In a case like this I wouldn’t mention levels at all, unless the two boys continued to be disruptive after I’d asked them a few questions.  Then I would go to a more serious discussion, asking them to use the Hierarchy as an assessment tool.

In my experience, if you develop the habit of finding ways to discuss Levels C and D more often than you focus on Level B, when you do find it necessary to talk about Level B, it has a strong effect on students.  Over-asking about the lower levels on a regular basis (for every little problem,) can actually make your teaching less effective.  If a discussion of the lower levels happens only infrequently in your class, students will understand that Level B conversations are more serious and they will naturally pay attention to something out of the ordinary.

I’ve heard you say “The person who asks the questions controls the conversation.” However, I have a child in my first grade class this year who refuses to answer any of my reflective questions.

DR. MARSHALL’S RESPONSE:

Try:

If you are not happy and would like me to help you, let me know what you would like me to do. There is no hurry; take your time. I’ll be here to help you when you want me to help.”

If you would like me to help you find a friend, let me know.

If you want to talk to me alone, just let me know.

QUESTION (Part Two):

Since he does not respond, I eventually feel forced into telling him why his behavior is at an unacceptable level and/or making his guided choices for him.  I know these are Big No-Nos in DWS, but what to do?

DR. MARSHALL’S RESPONSE:

If he is not disrupting the class, it is not a discipline/behavior problem in the usual sense. There may be psychological and or social problems that are out of your control. You best approach is to paint visual, positive pictures of how he will enjoy himself and what he is missing. Your being positive, letting him know that his choices determine his happiness, and asking simple questions that have to do with his feelings are your best tactics.

QUESTION (Part Three):

I am frustrated by his complete lack of engagement, and I feel that I’ve lost control of the conversation by his consistant refusal to respond to reflective questioning.  His passive behavior is causing stress in the emotional climate of our classroom, as classmates can sense a developing power struggle.  Any suggestions?

DR. MARSHALL’S RESPONSE:

A little reflection here: Is he CAUSING stress, or is he prompting an emotion in you that prompts stress? If so, is there not a choice available as to how to respond to the prompt?

If the other children are affected, hold a classroom meeting and discuss the problem. Get them involved. They will come up with suggestions to help.

I’m having trouble picturing how the DWS process can be done with an entire class at once.  I can see how the conversation works with one child but how would you deal with a whole class that is misbehaving?  Do you ask each child to tell you what level they’re on?

RESPONSE (from a member of the DWS mailring):

DWS works pretty much the same whether you’re dealing with the whole class, a small group, or just one child. The same 4 layered steps of the Teaching Model apply.   The same 3 steps of the Raise Responsibility system are used when necessary.  When you address the whole class, often one or two kids spontaneously take on the responding role, whereas when you’re working with an individual child, you talk one-on-one.

In a small group, I’ve done it both ways. Sometimes I turn to talk to each child individually within the group (while the rest are listening,) and sometimes one or two children spontaneously take on the role of answering for the group. It would depend on the severity of the problem as to whether you would need to talk to each individual (sometimes even privately,) or whether having one spokesperson is enough.

Occasionally I feel the need to give one of my Kindergarten students a reflection sheet but at this age they can’t write.  Then what?

A related posting:

I’m looking for a primary reflection form.

I want to recognize my Level C and D students more but it seems that the B ones are getting all the attention; I keep having to asking them reflective questions!  For example, if they are all squirmy and loud in the hall I have been asking them, “Do you think your behavior is “up here?” (D/C),  or “down here?” (B/A).   Most kids will be honest and say they are “down here.” Then I might say, “What should we do if this problems continues?”  and the child tells me a consequence for their “down here” behavior.  This is  part of the philosophy––right?––eliciting consequences from the students? My fear is that my Level C and D students will begin to regress because of all the extra attention my Level A and B students receive!  What do you think?

RESPONSE:

In a situation like the one you mention, switch your focus to the positive.  Instead of giving your attention to the ones who are not doing as you ask, focus on what the students with acceptable behavior are doing.  Those who are already at that C/D level, will receive information and affirmation that encourages them to continue.  Those who are at the lower level will be challenged to move up.  By switching your focus to the acceptable, you will also give the students on the lower level, the information they need to know what acceptable behavior looks like.

Most times you’ll never have to mention the poor behavior at all.  Simply focus on what you notice about those students who are providing a good model.  Even if it’s only one child doing the correct thing, describe that child’s behavior without mentioning a name.

You can say something like this:

“Boys and girls,  we’ve talked many times about what is expected as we walk in the hallways.  Think for a moment, in your own head.  Are you, right this minute, doing as expected?  I want to thank you if you are.  I see people who are doing exactly what we have talked about.  It makes it so pleasant for me as a teacher when I have people who can manage themselves in an acceptable way.

I see that there are  a number of people standing with their arms down to their sides, they are quiet, they ________, ________, _________.  What level is this?  Yes, it’s C.  Level C people set a fine example for everyone.  If you’re not sure what to do, look around for someone who seems to be capable in this way.  You can become more capable too.

Some people in our class might even be at a higher level right now.  What level is higher than C?  Yes, Level D.  What is the difference between Level C and D in this situation?  Yes!  Those on Level D don’t even need a teacher with them.  They are choosing to be in charge of themselves.  It’s a joy to have such mature people in my classroom.  You’ll know that you’re on Level D, if inside yourself,  you feel very proud.  At Level D a person knows that they can act mature even if the teacher isn’t standing right with them.

When you mention these sorts of things to the group, more and more kids become interested in living up to positive expectations.  Why?  Because deep down they would prefer to think of themselves as mature and capable too.  You haven’t called down low behavior––haven’t given it any attention or even mentioned it. You’ve more or less ignored it because it’s simply not something you want to waste time discussing.  Instead you have put your energy into helping them think about how they might act more mature themselves.  Everyone wants to feel proud inside and you’ve just told them how they can achieve that feeling.

Reflective questions can prompt a person to think about any one of the levels, so try switching your focus.  Ask about the higher levels and you’ll start to see how the DWS Hierarchy can inspire young people!

I understand what a Level B student is but sometimes I hear teachers asking, “Do you want me to become a Level B teacher?” Can you explain what this is all about?

RESPONSE:
One important understanding students receive when the teacher introduces the DWS Hierarchy in the beginning of the year is that people can in effect, choose the type of relationship they wish to have with other people, including the authority figures in their life.

Good relationships are created by operating on Level C. For those who choose to operate on Level D–the highest level–relationships will be even better and more satisfying. Students are also introduced to the understanding that frequent operation on Level B (and certainly Level A,) very naturally leads to poor relationships with others.

As obvious as it might seem to teachers, this is a new concept for many students (and for some adults too!) Many students go through their school years feeling that teachers don’t like them, or pick on them and that their peers have it in for them too. In other words they go through their lives feeling victimized, not realizing that it is their OWN BEHAVIOR over time which determines, to a great extent, how others treat them and how others feel about them.

In this system of discipline, students are directly taught that through their own choice of the four behaviour levels (A,B,C, or D,) they are actually CHOOSING the types of relationships they want to have with other people, including their teacher.

Students are proactively taught then when someone continues to operate on Level B–one of the two lower and unacceptable levels–the teacher is required to step in and exert their authority. In other words, since the student is not being self-disciplined and is not in charge of him/herself, the teacher is forced to step in and take charge. At Level B, a student can EXPECT that a teacher will become their “boss.” It can’t be a surprise.

Therefore, when a student misbehaves (Level B,) the teacher might simply BRING AWARENESS to what is happening in the situation. After a student has assessed himself at Level B, a teacher might calmly ask, “Do you want me to become a Level B teacher?” (Of course, tone of voice and body language is important here so that the question doesn’t come across as a threat.)

Because students have been taught that continued Level B behaviour is unacceptable and results in a “Level B teacher” (that is, a teacher who must assume the position of boss and therefore use their authority to ensure that the child cooperates and conforms to acceptable standards,) in the majority of cases, students often decide that they would rather take charge of their own behaviour by voluntarily moving their operation up to Level C.

The teacher also expresses another important point—that their personal preference is to NOT have to take over and exert authority—since they have no interest in bossing people around. They would prefer that the student take care of their own behaviour and become self-disciplined, but… if the student can’t manage that, they are prepared to take over.

In this light, most students prefer to take charge of themselves.  In other words, they get their act together! Of course, if they can’t get their act together, then the teacher moves on to the next phase of the system, which entails using authority.

I find that in my classroom, because we so often talk about Level C and D as being more powerful than the two lower levels (in the sense of being “powerfully in control of yourself,”) almost all students prefer to think of themselves as powerful and capable—capable of managing at Level C or D. This is the secret to encouraging internal motivation in students.  It gives them a powerful image for which to strive.

Having to admit to yourself that you are on Level B is akin to admitting that you aren’t powerful enough to be in charge of yourself. No one likes to think of themselves in this way. With smaller children, I might phrase this as “Do you think you can raise the level of your behaviour or do you need me to become a babysitter for you–and stay right with you in order for you to manage? Once again, tone of voice is very important. A teacher would be conversational in this dialogue and certainly not threatening or sarcastic.

As I said, it’s usually a matter of simply bringing awareness to the situation at hand. Basically the teacher is asking: Can you control YOURSELF or do you need me to take control of you?

Some examples:

• Can you walk down the hall in an appropriate manner all by yourself or do you need me to walk right beside you?

• Are you prepared to work quietly at your desk or do we need to find another seating arrangement that will allow others to have the quiet they need to finish their assignment?

• Are you willing to play safely with the PE equipment or do I need to take it away from you?

Given the choice, “Do you want me to become a Level B teacher?” most young people decide that they would prefer to raise the level of their own operation to something more acceptable. It just seems like the sensible thing to do!

DR. MARSHALL’S RESPONSE:
Rather than asking a question, with these students, say: “Take a moment and please reflect on the behavior level you just chose.” Then continue your teaching. Do this continually. You are using a completely different approach than to what these students are accustomed. Persevere with asking students to reflect.

Asking middle and high school students to identify a chosen level can often be interpreted as coercive. This is especially the case in high poverty areas. Positive relationships with these students are critical. To develop and maintain positive relationships, reflect on how communications can be non-coercive, positive, and empowering. Ask yourself, “If I were the student how would I feel hearing this from the teacher?”

Continue to say things that dignify your students, e.g., “I know how competent you are. I have seen what you have done and what you are capable of doing.” Then follow up with options, viz., “But if you choose Level B, you should be aware that your are disappointing yourself more than anyone else. Your teachers, your parents–anyone who cares about you will be disappointed–but it will not affect their lives any where near what YOU are losing.”

Regarding the forms, use any of them sparingly and as a very last resort. Even when handing an essay or self-diagnostic referral to a student, a choice is always given, e.g., “Do you prefer to complete the form in your seat, in the back of the room, by yourself or would you like someone to help you?” Giving three options is empowering and also takes the focus away from the act of completing the form.

Remember to share the idea that the students, in part, determine the type of teacher they get. If students are on Level B, the students are telling the teacher that they are not competent enough to be self-directed–that they need someone to boss them.

In practical terms, however, rather than actually becoming a coercive Level B teacher, a more effective approach is to inform students that you (as teacher), have no interest in bossing them. Emphasize that everyone is in the boat together. This means that students who want to learn and are acting on Levels C and D need to take the initiative let the students operating on Level B, know that they (students operating on Levels C & D,) do not appreciate the way these students are acting.

Have a short class meeting for suggestions, but also emphasize the point that the teacher will teach when the students are ready to learn. Otherwise, silent activities will be the order of the day.

Again, notice that you are empowering the students because they have a choice as to the type of teacher they get. They know you are being positive because of your expressed desire to teach them. If they want to learn, they need to reflect upon, and change what they are doing.

Students often see the “essay” as a punishment. It can become a power-struggle with some teachers. Do you have any suggestions for when the “essay” becomes punitive in the students’ eyes or clearly just doesn’t engage them in self-reflective thinking (same thing written day after day, with no behavioral change). I would love some feedback.

RESPONSE:
When a student perceives that a teacher is using a DWS essay as a punishment (even if it’s been called a reflective essay and even if the teacher did not intend to punish the student,) then the essay will produce the same results as a punishment. A student who perceives the essay has been given, more or less in the spirit of a punishment, will feel punished. Such a perception does not engender cooperation or inspire a desire to change.

Dr. Marshall’s intention was never that people should use the essay as a form of punishment, and obviously, teachers attracted to this non-punitive approach are not interested in punishing students, but because most teachers are completely new to the philosophy of motivating through internal motivation, many find it challenging to develop a new mindset. It’s easy to slip back into old habits.

Many people initially over-rely on the essay because it feels familiar to them. Of course, what’s FAMILIAR is that it can easily be given out–very much like one of those old-fashioned assignments handed out in detention rooms.

For many teachers new to the DWS, the reflective essay appears to be a fast and easy way to deal with a problem. Unfortunately, “fast and easy” solutions are often ineffective in the long term. For example, rewarding students to pick up garbage will have instant results–spotless school grounds–but typically, what happens after a while? When the rewards stop, so does the “responsible” behavior.

The only way a person can hope to influence another to change is by first creating a good relationship with them. With a strong personal connection, the teacher’s influence will be greater. There’s nothing fast or easy about the DWS approach with students who are exceptionally challenging, however, the good news is that at the end of it all, any progress made is likely to be permanent.

For my teaching partner and I, the solution is to have private conversations with those children who have serious issues. We use the questions outlined on the reflective essay forms in Dr. Marshall’s book, to help guide the conversation but we don’t ask the students to complete the form. It does take time and patience but it seems to us the best way to help the most challenging students move forward.

To support you in your work of connecting positively with the difficult students at your school and to lay the foundation for successful implementation of DWS, you might be interested in investigating the work of developmental pyschologist, Dr. Gordon Neufeld.

In particular, I highly recommend his inexpensive audio download titled, “Counterwill in Children,” available by scrolling down at this link: http://www.gordonneufeld.com/av.php

I once had a grade 8 student who said, “It doesn’t matter what level I say I’m on, you’re always going
to find a way to tell me that I’m on an unacceptable level.”

I’m wondering what a teacher might say in response to something like that?

A response from Tammy
Shared on the DWS Mailring:

I’d probably ask, “Can you show me, then, how the behavior fits into a higher level?