I remember reading about a teacher using some trash to introduce the DWS Hierarchy.  Can you explain what this is?

RESPONSE:

The activity you’re thinking of is just one way in which the DWS Hierarchy of Social Development can be introduced to students.  My teaching partner, Darlene Collinson, came up with this idea after reading Dr. Marshall’s book.  She chose a very familiar situation (that of a piece of trash on the floor) to teach the main concepts connected to each of the four levels of the Hierarchy to our students.

Later, another teacher from my district thought to make the explanation more visual for young people.  She created the following four “trash posters.”  As in any introduction to the Hierarchy, teachers begin by explaining the lowest level first (Level A), and end with an explanation of the highest and most inspiring level (Level D).

Many people like this “trash scenario” because it provides a very simple and concrete way to present the four levels of personal/social development to K-6 students.

THE TRASH SCENARIO

Poster for Level A (Anarchy)

At this lowest level of behavior a student might pick up some trash off the floor––but then throw it at someone.  Naturally this level of operation is always unacceptable.  A person operating at Level A can expect that someone in charge will take over, to stop this unacceptable level of operation.

Poster for Level B (Bossing, Bullying, Bothering)

Moving up the ladder, a student operating on Level B also would not feel compelled to pick up the trash but instead might kick it around the room.  This level too is unacceptable and will be met with authority.

Poster for Level C (Cooperation/Conformity)

The first of two acceptable levels; this is the level of external motivation. At Level C, the trash would be picked up––at the request of the adult. The student is motivated externally to do the right thing. Notice the small heart drawn on the student’s chest.  At this level, we feel good inside; it feels good to cooperate with others and do the right thing.

Poster for Level D (Democracy)

The highest level is internal motivation.  Operating on this level, a student would take the initiative to pick up the trash and deposit it in the trash can without being asked––whether or not anyone was watching––simply because this was the right thing to do.  Notice the larger sized heart. When operating on the level of internal motivation, a person experiences a wonderful and satisfying inner feeling.  We naturally feel wonderful inside when we take the initiative to voluntarily do the right thing.  At any particular moment in life we can choose to operate on Level D.  In a successful democracy, people take the initiative to operate on this level by choosing to be responsible and do good.

Some important points to explain to students as part of this lesson:

(Please note that any explanation of the Hierarchy concepts would be conveyed to students using words they can understand.  The exact wording a teacher uses depends on the age of the children.)

• Level A and B behaviors are always unacceptable. The use of authority by the teacher is required at both of these levels. In other words, if you can’t manage your own behavior at an acceptable level, someone in charge will have to manage your behavior for you.

• Level C is certainly an acceptable level but not as high as Level D.  At this level the student takes no individual initiative and instead relies on the adult for motivation.  Level C action is motivated by external factors such as the desire to please, comply, impress or avoid punishment.

• Level D is defined by internal motivation. This is the highest level of social development, inherently and intensely satisfying.

• Levels C and D differ in motivation, not necessarily in their behaviors.  (In other words, the behavior at both Level C and D is exactly the same; the student picks up the trash. However the motivation for picking up the trash differs.  At Level C the student is motivated externally (by the adult) whereas at Level D, the student is motivated internally.

• Both Level C and D are acceptable.  Level C is expected; Level D is completely voluntary.  Paradoxical as it might seem, the power of this level comes from its voluntary nature.  We feel most proud of ourselves when we freely choose to do the right thing.

Other related postings:

The Butterfly Analogy (Another idea for introducing the DWS Hierarchy)

A “portable Hierarchy” is a good idea!

I need concrete examples of each level

Many more posts on “Teaching the Hierarchy”

More information on “Understanding the Hierarchy“

Initially it was almost all day long––continuous operation on Level B. She didn’t really interfere with the others’ learning too much but she certainly interfered with her own. In the beginning, we tried many things to get her feeling more cooperative. Sometimes it would work but many times it would not. Eventually, we just started making a mental note of all the times in a morning when she was not cooperative and would not comply with the reasonable and simple requests of the teacher. Then when it came to a break time––snack or lunch play time––we would quietly ask her to stay behind when all the other kids were dismissed. With a few reflective questions (in response to her questions about why she was still in the room by herself,) we would ask, “Why do you think you’re still here?”  When she would respond, “But I did do all my work,” or “I did hang up my coat and come to my desk,” we simply asked if she did these things in the same way as all the other kids or “Did you do all these things when you were asked to do them?” or “Did you do these things without a fuss?” Eventually she would agree that she hadn’t.

Then we would explain that the job of a teacher is to make sure that everyone can learn in the room. Part of learning well is doing the simple things that the teacher asks you to do when the teacher asks you to do it. Then we would explain that we really wanted her to learn well.  We would help her by practicing all the things in the morning in a way that was cooperative, so that she could learn to be cooperative. We explained that in any learning some people simply need more practice than others.

Then we would actually go through all the things we did that morning. If she had stood around in the cloakroom and refused to get her shoes changed, coat hung up, etc., we would ask her to dress herself again, as if she had just arrived at school, with backpack, jacket etc. Then we’d have her go outside and “line up” at the classroom door all by herself.  Then the teacher would open the door and welcome all the “boys and girls” to school. If it was my teaching day I’d tell her we were pretending that everyone in the class was there. Then I’d have her come in and I’d greet her just as I do all the students every morning. Then we’d head to the coatroom and practice being cooperative.

After she’d hung everything up, we’d go to the desk area and I would do a quick run through of every lesson that we’d had. I’d ask her (as if I was trying to remember myself,) “When we did the printing lesson today and I asked you to get out your chalk and make the letters, were you cooperative?” If she had been cooperative in that particular activity, I would say, “Oh, good, that’s one thing we don’t need to practice!” Then we’d move on to the next lesson. I’d say, ”When we did binder time, did you get your binder out at the same time as all the other kids?” Then she’d say “No,” and I’d say, “Oh, that’s something we’d better practice––Boys and girls, it’s binder time. Get out your binder and put your finger on number one.”  Then she’d get her binder out and we would count the days in school, count the calendar, do some more tallies, etc.

On we went––a quick recap of the entire morning!  I’d return to the front of the room and I’d say, “Okay boys and girls, now it’s time to come to the carpet for our work on the pocket chart.” By this time, she was starting to smile when I addressed her as if she was a whole group of kids! We actually have built quite a positive relationship in these times we spend together at lunch and recess because I’m bright and cheerful and she’s starting to see the humor in the situation of a teacher teaching one child as if there is a whole class present. She started to say things like, “I don’t know why I didn’t do this job this morning and then I could be outside now.” And I could agree and say that maybe tomorrow she could think of a better plan so that she could go outside and wouldn’t need anymore extra practice times. I’d say that I notice she’s getting smarter about this every single day!”

It’s been on and off like this for a few weeks now and every week it gets better. Mondays are the worst after a weekend away from school. She still comes in and stands around instead of doing her chores, but gradually she is starting to be more and more cooperative earlier in the day and for the following days. Our practice times are getting shorter and shorter and she’s getting happier and happier. When we first met her, she had a sour look on her face all the time and put most of her energy into thinking of negative behaviors. Now that she’s complying more and more, she’s more and more pleasant.

In our noon-hour practice sessions we often talk about this. We talk about how she’s becoming more grown up and becoming a better student because she’s focusing on doing what she’s asked to do in lesson time, instead of focusing on what will be something different than what everyone else is doing. As I said, these noonhour times with just the teacher and the student are actually helping us to build a solid working relationship, and so I’ve been very diligent in following through whenever she’s uncooperative. Once we even had to go over to the gym at recess and redo a bunch of fun relays. (Keep in mind she’s the only one running in the relays and I have a whistle and give all the directions just as I do for a whole class.) This persistence with discussions––that she will actually be happier when she learns to cooperate (comply) and that every day she’s getting smarter about doing her tasks right away––is really paying off!  For the most part she’s beginning to make choices that are leading her in a positive and copperative direction.  Through this experience I have truly learned what Dr. Marshall means when he explains that procedures can be used to handle discipline problems.

What is the best way to explain the difference between internal and external motivation––in other words, the difference between DWS Levels C and D?  I am having trouble with this.

RESPONSE:

Initially I use very concrete examples connected directly to the classroom.

I describe Level C as the level where students do the right thing––what’s expected of them by the teacher––because the teacher is clearly expecting them to do it.

Some simple examples:

• The student will pick up toys off the floor when they are asked.

• The student will walk quietly in the hallway when a teacher is supervising.

• The student will clean up a mess he/she has made when they know an adult is near enough to notice the situation.

The main point is this:  At Level C, persons always need something outside of themselves to motivate them to act correctly.

Level C is okay––but but there is a higher level.

Level D, the highest level, has a different feel to it.   Level D is even higher than Level C because the person has a different reason for doing what they do.  He/She does the right thing because they want to do the right thing––because they choose to do the right thing.

As the school year progresses, I also start discussing the following concepts:

• On the outside, (if someone happened to be observing the situation,) Level D looks just like Level C.  As an example, at Level C a person walks appropriately in the hallway and at Level D a person also walks appropriately in the hallway.  The difference is not on the outside.  The difference is on the inside of the person.  At Level D, people don’t need anyone outside of themselves to make them walk appropriately or even influence them to walk appropriately. At Level D, people CHOOSE to walk appropriately in the hallway, simply because they know it’s the expected and reasonable thing to do. They don’t want to hurt anyone accidentally or disturb classroom proceedings, so they walk rather than run, and walk quietly rather than create unnecessary noise.  Whether an observer is present or not, they choose to do the appropriate thing––they choose to walk quietly.

• Only people themselves can know if they are at Level C or Level D. How do they know? They feel it!  Level C doesn’t feel particularly special inside. It’s just an ordinary feeling inside.  In contrast, conscious awareness of Level D feels wonderful inside.  It feels satisfying. When you choose to act on Level D, you feel proud of yourself. You feel capable. You feel a warmth in your heart, right inside of you.  This feeling is telling you that you’re doing the right thing because you WANT to. You feel powerful because you are doing the right thing BY CHOICE!

Sometimes it is not easy to move away from rewards and punishments so eliciting consequences from kids is not as bad as imposing consequences––but we need to aim to move away even from this.

We want kids to think of the word “consequences” as how their behavior impacts on others rather than on “What will happen to me?”

Instead of giving a consequence, provide an atmosphere where the kids will respond and in an autonomous way engage in the moral act of restitution, mending  relationships, or making a contribution.

Instead of asking kids what should be done or what consequences should be given when a kid screws up, we should ask kids how can we help the ones who have screwed up.

Just as in learning, mistakes are our friends––so in social-moral learning. We  want others to be compassionate and forgiving and help a person to make amends.

Allan Katz

http://allankatz-parentingislearning.blogspot.com

Some related postings:

How often should I be eliciting a consequence?

Why doesn’t this approach use logical consequences?

Can you explain what “elicited” consequences are?

What do you mean by “imposed” consequences?

Even adults and older students appreciate Winter’s books––not only as beautiful works of art but also because they naturally spark a curiosity within us to find out more about the real people featured in each book.   And these days it’s so easy to do that!  A search of Internet websites and Youtube videos immediately produces a wealth of background information and inspiring related visual material.

BIBLIOBURRO

Here’s the true story of a dedicated Columbian teacher who created a mobile library system to serve his students.  He called his outreach program “Biblioburro”––quite literally, “The Donkey Library!”

In 2000, Luis Soriana, began regularly bringing his own books to children and adults living in isolated hilltop areas surrounding his home in La Gloria, Columbia.  With a humble collection of 70 books strapped to two burros and carrying a collapsible table, Luis sets out on weekends to share reading material that he hopes will inspire his students to read for enjoyment and knowledge.  Over a decade later, Luis’ burro library is still going strong.  Through donations, his book collection now numbers in the thousands and he has successfully fulfilled a dream to build a simple library building to store his precious books.

See Luis for yourself:  Biblioburro video

Another video, updating the one above:  Biblioburro Updates

WANGARI’S TREES OF PEACE

This book tells the story of Wangari Maathai, a Kenyan environmentalist who started a grassroots movement to repair the damage done by over-logging in her country.  Wangari was awarded the Nobel Peace Prize for her efforts to inspire fellow Kenyans––mostly women––to one-by-one, take responsibility for planting seedling trees.  Eventually, this “umbrella of green” (over 30 million trees) restored the damaged Kenyan landscape.

A clip from the movie, Taking Root:  The Vision of Wangari Maathai

Wangari Maathai’s Nobel Lecture, 2004

THE LIBRARIAN OF BASRA

In 2003 as war seemed imminent, Alia Muhammad Baker, the woman in charge of the Iraqi library in Basra, worried constantly for the safety of the historic books in her care. Determined to protect this priceless and irreplaceable collection, she asked the government to do something.  When no help was forthcoming from officials, she enlisted the help of friends.  They slowly and quietly smuggled books––30,000 of them!––out of the library, and into private homes with plans to keep them there safely until the time came that the war would be over.  Nine days after completing this monumental task, the library of Basra was burned to the ground.  To Alia, books were “more precious than mountains of gold.”

A 4th grade lesson plan to extend this book

A video of puppet show created by children, based on The Librarian of Basra

Book Study Guide for The Librarian of Basra

Do you introduce the DWS Hierarchy during the very first morning meeting or do you wait until a situation arises to talk about it?  BUT then I think you might embarrass the child whose behavior is inappropriate… Help!

RESPONSE:

One thing that I love about DWS is the whole concept of being proactive and positive. It’s important that you teach the Hierarchy in a stress-free atmosphere so that it will be positive. You wouldn’t want to use a real situation of discipline in which to actually introduce the levels––you’re right, that would likely embarrass a child.

However, that said, sometimes it is hard to fit in an introduction to the Hierarchy in the first few days of school in the primary grades. There are a lot of things to attend to––basics such as, “How to find the washroom.”

However, that doesn’t mean that you can’t use the Raise Responsibility System right from the get-go!

You can still employ all three principles by:

1. being positive,
2. giving choices to a child who is misbehaving, and;
3. asking questions to get them to think if what they’re doing is actually going to pay off for them or not.

You can also implement the last two phases of the RRSystem––even before you have actually taught the Hierarchy. Of course it’s not as effective as when the students know about the four levels in-depth, but it will get you through the first week or two of school until you find the time to introduce the levels of the Hierarchy in a more formal way.

Phase Two of the RRSystem––Checking for Understanding

In a discipline situation, instead of asking a student to identify a DWS level, you can ask them to identify whether the behavior is at “low level” or a “high level.” For example, you might ask: “Is pushing someone in the cloakroom a high level thing to do––or is it a low level thing to do?” The kids will instinctively know what you mean by high and low level.

Once they have acknowledged it is low level, that may be the end of it. Often, for a large majority of the children this type of discussion is all that’s needed. For others you might need to ask a few more questions, just to get them to think. For a few kids, you may need to asking increasingly more pointed questions (of course, in a non-threatening way.)

• “You said pushing in the cloakroom is a low level thing to do.  Can you explain to me what you are thinking about that?”
• “How do you think these other kids near you feel about being pushed around like that?”
• “Look at Mary’s face––how does she feel about being pushed?”
• “Is it very easy for you and I to get along if you are in the coatroom doing a low level thing?  What kind of a relationship does that make between us?  What is a teacher’s job if someone is pushing in the cloakroom? What do you suggest we should do, if you keep pushing kids in the cloakroom?

Phase Three of the RRSystem––Guided Choices

In the above example, you might come up with a procedure to help the child deal better with coatroom experiences in the future.

Or you could go through the process of eliciting choices (or giving choices if necessary.)  Remember that this phase is only for those who continue acting inappropriately, after they have acknowledged that it is a low level thing to do.

You can ask questions about what they think should happen if they should do this same kind of thing again. Maybe they might come up with something logical such as:  ”I shouldn’t be here when other people are––I should sit to the side until everyone else has cleared out.” etc.

A related posting:

How do you deal with discipline before you’ve taught the Hierarchy?

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.

When a child does something they shouldn’t, I follow DWS and elicit the consequence from them.  There have been times however when I’ve been faced with children who don’t know how to think and apply consequences.  What do you suggest?

DR. MARSHALL’S RESPONSE: