I’d like to put my student’s names on clothespegs and then move them to different levels on the Hierarchy chart if they misbehave or do something at a high level?  Does this fit with the DWS approach?

RESPONSE:

Although it might seem as if clothepegs on the Hierarchy chart create a concrete visual to help remind children that they always have choices with regard to their level of operation, putting student names on the Hierarchy would not be compatible with the DWS philosophy.

Here are some reasons why I personally wouldn’t choose to attach student names to the levels:

• It’s not possible for any person to judge the motivational level of another.  For example, if you watch kids in the classroom or on the playground, you can’t be absolutely certain if they are operating on Level C or D; typically the actions of Levels C and D look the same.   Looking at a child, you can’t know why they might be doing their tasks well, why they might be behaving cooperatively, or why they might be choosing to do something kind.  Although we can guess, we can’t always accurately judge if a child is internally or externally motivated.  For example, if you witness a child being kind to another, it could be because the child is exhibiting heartfelt kindness (Level D), or it could be because he/she was hoping to be invited to that student’s birthday party on the weekend (Level C).  If adults can’t judge motivation, then we can’t accurately put a name to a level.  Although it might seem as if the solution would be to have the children move their own markers, thus allowing for student reflection, other issues would then come in to play.  Whenever such an assessment is done publicly, there is greater chance that children’s motivation for placing their markers will be affected, as will their ability to be perfectly honest with themselves.

• One of the three principles of DWS is The Principle of Self-Reflection.  If the teacher moves a child’s marker from one level to another, then the teacher––rather than the student––is doing the thinking.  Genuine and long term changes are fostered by self-reflection.

• Surprising as it might sound, giving attention to students who operate on Level D is very likely to affect their high level of motivation.  Often a child who is praised or publicly recognized for Level D, may in the future be motivated for external reasons.  Motivation to please others or gain attention is Level C, not D.

• Moving names on the Hierarchy could easily lead to competition among students and parents alike, which to my way of thinking isn’t a positive thing in the classroom.

• Attaching a child’s name to the lower levels would likely bring forth negative feelings in the child.  It doesn’t reflect the positivity principle of this approach.

• Behavior choices are made on a moment by moment basis.  Using DWS, we want to encourage kids to understand that they are making choices every single moment of the day.  That way, if they find themselves in a poor situation, they know they can immediately turn it around by choosing to act on a higher level. This idea is called Choice-Response Thinking and is one of the understandings that make DWS so positive.  If names were to be placed on the Hierarchy chart accurately, they would almost need to be in constant motion;  an organizational nightmare to say the least!

Now I’m wondering: Is there anything that “automatically” accompanies behavior on Levels C and D?

RESPONSE:
Yes! Firstly, it should be understood that operation on any one of the four levels of the hierarchy is accompanied by logical and predictable results related to:

• self-esteem and;
• the quality of relationships that are created with authority figures and other people.

Although these results do not necessarily occur immediately and are not always obvious, over time, continued operation on any one particular level does mpact an individual’s life. How highly a person can regard him/herself, and the quality of the relationships a person can have with authority figures and other people in their lives, is directly related to the level at which that individual most consistently chooses to operate.

The DWS Hierarchy is an excellent tool for helping students understand that in the long term:

• Choosing to operate on the lower levels (either consciously or non-consciously,) eventually leads to a deterioration in self-esteem, and in relationships with authority figures and peers, while conversely;

• A decision to operate more consistently at the higher end of the scale, naturally leads to improved relationships with others and an increasingly positive sense of self-esteem.

When working with the Hierarchy, one of the key teaching points to convey to students is the difference between Levels C and D. While both these higher levels are acceptable, students should understand that there are certain benefits that accompany only Level D. They are not available to someone operating on Level C.

For example, consciously choosing to operate on Level D automatically results in great feelings of self-satisfaction. Such feelings significantly improve self-esteem. This sense of self-satisfaction does not accompany Level C in the same strong way as it does Level D. (You might be interested in reading the article, What Self-Esteem Is and Is Not, by Nathanial Branden.)

People regularly operating on Level D develop a strong sense of self-esteem and personal power. Using the Hierarchy, we can teach students that when they consciously take charge of themselves (making responsible decisions and appropriate choices,) good feelings are a direct result. In fact, nothing feels better than to be in control of yourself and know that you can depend upon yourself to do the right thing, simply because it is the right thing to do!

Another result of operating on the highest level is that relationships with other people improve. At Level C, a person motivated externally to act in appropriate ways, will certainly enjoy good relationships with others, however those operating on Level D put themselves in the position of creating exceptional relationships. As a result of acting with integrity, genuine kindness, a sense of responsibility etc., students operating on Level D benefit greatly by gaining the respect, admiration, trust and support of peers, teachers and others.

RESPONSE:
When teaching the Hierarchy, it is important to ensure that students understand that with regard to Level A, we are discussing deliberate actions that result in damage or injury, not accidents. Accidents are unrelated to discipline.

DR. MARSHALL’S RESPONSE:
Let him know that it is his choice to act on Level A, however, when he chooses that level, he is telling you to boss him. Explain that a person on Level A needs to be bossed because he is not mature enough to follow directions. A person on Level A is a victim and not in control.

Then say, “I have seen how capable you are, but if you want me to boss you, that is your decision. I will do what you are asking.”

Then leave him to reflect, i.e., immediately move away.

Keep feeding him this same dialog until he changes his mind.

Notice that you have employed all three principles of this discipline system:

1. You have been positive with him by your assertion of his capability.

2. You have given him a choice, and;

3. You have prompted him to reflect.

Does anyone know if DWS is ever implemented in high school? I teach high school Leadership classes and I think high schoolers need these things even more immediately than little ones. The real world is going to require self-discipline of them, real soon! Raising their responsibility is exactly what high school kids need. Most of the discussions I hear about the system seemed aimed at younger children, though presumably they should be applicable to older students as well. I would like any tips, or even encouragement for using this in high school.

RESPONSE:

The DWS approach was developed when the author, Dr. Marvin Marshall, was teaching in a high school setting. It’s been adapted for primary , not the other way around. Often primary teachers initially have the opposite question. Knowing that this system has been originally developed for use in high schools, they wonder if it can be used with younger students!

Part One of the article, USING A DISCIPLINE SYSTEM TO PROMOTE LEARNING discusses how Dr. Marshall came to develop his approach.

The truth is that the approach can be implemented across the grade levels in almost an identical way. Many times, a high school teacher can benefit from discussions among primary teachers and vice versa too! A leadership class in particular is very much suited to ongoing discussions of the DWS Hierarchy.

You’re absolutely right in thinking that it’s very important for young adults to have information about self-discipline, simply because they’re soon to be entering the world at large. DWS ideas can be of immediate and very real use to them. Look at this “alarm clock hierarchy” created by high school teacher, Jim Mann.

I use the levels to teach the importance of establishing a procedure each morning to get to school on time. I use an alarm clock analogy:

Level D - You set your alarm clock, wake up, and get to school on time.

Level C - You depend on your parents to wake you up so you get to school on time.

Level B - You ignore the alarm clock and come to school late.

Level A – You don’t even set your alarm clock because you are only interested in what you want and do not consider how your actions affect others.

I tell my high school students that to succeed in college, they must have motivation on Level D. Their motivation must come from within.

This is the type of down-to-earth, very practical discussions that can take place in high school. All students can benefit from understandings like this one–simple in one way, yet leading to a much larger message of something that separates successful college students from others. To be successful in life/college, one needs to be motivated from within.

You’re on the right track!  If you see the value of internal motivation for your students and understand that the difference between Levels C and D is one of the key points in the DWS approach, then you can show your students how it relates to their everyday lives.

If you’ve experienced the power of internal motivation in your own life, share your stories with students. Look for opportunities to discuss how internal motivation helps people lead more satisfying lives, regardless of their age. Speak with passion so that the kids see that there’s a reason to take DWS ideas to heart!

Although I use Marshall’s levels, I’m a bit put off by 
the “reverse A-D system,” with D being the best. It goes opposite to how we typically think of grades or levels. 
I’ve finally come up with my own labels. I think they have the 
same meaning but in reverse order.
 Any comments?

Lowest Level D = Deliberate misbehavior
Level C = Can’t control self
Level B = Behaves for rewards
Highest Level A = Automatic self-control

RESPONSE:

As you said, the key to success with this approach lies in conveying the understandings of the concepts at each level. The specific name attached to each level is not as important as the concepts that describe and give meaning to the level. I think the level names you have chosen for the lowest two levels reflect the understandings Marshall intended but I have some reservations about the two labels you have chosen for the highest two levels.

Marshall’s Level C (Conformity and Cooperation) is 
characterized by external motivation.  Although it’s true that someone operating on this level might be doing so 
in hopes of receiving a reward, this would be only one example of external motivation. Level C signifies a desire to 
conform or cooperate because of external motivation–but that motivation 
might not necessarily be a reward.

For example, students might choose to cooperate with a teacher and conform 
to their expectations simply because they like that particular teacher or because 
they have an easygoing personality and don’t mind conforming to the expectations 
of anyone in authority. Other students might conform to the teacher and his/
her requests primarily because they fear their parents will punish them at home if they do not.

I would also suggest that the word “Autonomous” or “Autonomy” might be 
better words to convey the understandings of Level D in Marshall’s system. I 
think these terms sound more inspiring than “Automatic Self-Control.”

To me, 
the word “automatic” brings to mind robotic behavior which would be the 
antithesis of Marshall’s Level D.  Marshall’s highest level is the level of taking initiative. It’s the level of thinking for oneself 
and acting on that inner knowing. It’s the level of being genuine and true to 
oneself.

As well, “automatic” also suggests “quick; without thought.” Again, Marshall’s Level D is actually the opposite of this. It often takes a 
person a great deal of inner strength, awareness and thought to develop their 
own opinions and ideas and then stick to them–in spite of what others might be 
doing.

To me, an understanding of Level D is developed through ongoing references 
to the Hierarchy in many different situations. I find students of all ages are 
inspired to more frequently operate on a high level when they learn about Level D. Students are attracted to the idea that one can 
consciously choose to be internally motivated and so can choose to feel wonderful 
inside. Often this concept is new to them.  Marshall’s Hierarchy makes it possible to easily teach students of all ages about the value of internal motivation.

If I was 
going to change the highest level name to something other than what Marshall suggested, I 
would want to choose a word that would INSPIRE, a word such as “Autonomy.”

QUESTION:

I am still waiting for my Discipline without Stress book to arrive, but this morning I introduced the system to my class anyway. Even though it’s almost the end of the year, I have such big behavior problems that I decided I had nothing to lose and everything to gain! However, I must have done something wrong because the very students who need this system most, were the ones who didn’t pay attention to the discussion and mocked the levels right from the very start. Any suggestions for making this system real to kids who don’t pay much attention to things like this?

RESPONSE:

Here is an example of just one small discussion I have had with my own class in an effort to make the levels of the Hierarchy meaningful to them. Although the following example comes from a primary grade level, I hope you’ll be able to see that you could use this same kind of DWS discussion framework with older students to help them realize that it is always to their own benefit to become more SELF-disciplined.

A Sample Hierarchy Discussion in a Real Classroom Situation

I often use the Hierarchy to talk with my grade one students about things that are connected directly to our lives in the classroom. For example, every year I initiate a few conversations to connect math corrections to the Hierarchy. I feel it’s important for students to correct any math errors that they might have made on previous days, before we move on to new learning. I find that the this type of fifteen minute discussion always has a large positive impact on the choices my students make during math time for the rest of the year.

In keeping with the DWStress Principle of Reflection, I usually begin the discussion by eliciting from the students what operation at each of the four levels might look like with regard to the situation at hand. I guide the discussion and the students participate by sharing their thoughts. At the same time, we also talk about the results a person can expect from consistent operation at each of the levels. I always begin at the lowest level and build up to the highest level, in order to end on an inspiring note.

Here’s a synopsis of what we discuss with regard to math corrections:

Operation at Levels A/B:

• People operating at these levels don’t bother doing many math corrections at all–unless the teacher forces them.

• A person at this level might feel badly that their book has lots of errors in it but they don’t do anything to help the situation–so they continue to feel badly.

• During Math time, they might just sit there or goof off, play little games by themselves or with others. They might even have a lot of fun.

• People operating at this level often take pleasure in the thought that they are “getting away” with something. They notice that while everyone around them is doing math corrections, they are not—they’re having free time.

• Eventually the decision not to do math corrections during class time catches up with them and the teacher responds by taking control. After all, individuals at Levels A/B are not displaying SELF-control. Whether they consciously know it or not, they are ensuring that the teacher must take over.

• Once class time allocated for doing corrections is over, the person has lost the opportunity to use school time to finish their work. When are some other times to complete the required corrections? (At recess? At free choice center time? At lunch time? After school? At home?)

• In the end, did this person “get away” with anything at all? In actuality, they’ve lost out. For one thing, a person who doesn’t consistently attempt to understand and correct their math errors is less likely to understand the math concepts at their grade level—their learning suffers.

• In addition, a person operating at Levels A/B, often feels discouraged whenever they look at their notebook. Even though they have tried to ignore the situation, they know that their notebook is full of errors. Despite the fact that outwardly they may appear not to care, inwardly they feel uncomfortable.

• When the majority of their classmates are ready for recess, the person who decided to use their class time to play, must then BEGIN to work.

• Sure, they got away with not doing their corrections in Math lesson time–but was it worth it?

Operation at Level C:

• A person at Level C is cooperative and so doesn’t misbehave in Math time. They comply with the teacher’s expectation that math corrections should be completed first thing, during math class time.

• This is an acceptable level of operation because the student completes their corrections–as expected by the teacher.

• At Level C, a person is complying but not exhibiting true SELF-control. They wait for the teacher to say that it’s time to do their corrections before they begin. In other words, they depend on the presence of the teacher to start and keep them working.

Operation at Level D:

• At the highest level of operation, people take charge of their own behavior and feel competent because of that. It’s personally satisfying to know that you are SELF-disciplined.

• People operating at this level take initiative–they don’t wait for the person in charge to tell them what to do when they know they need to do something. As soon as they get their notebook back, they look to see if they have any corrections to do and they get started. They take pride in the fact that they are keeping up and acting responsibly.

• Often they can correct one or two errors while other classmates simply sit–waiting for the teacher to tell them what to do. Because they have made good use of their time, they often have a few free minutes later, to do something of their own choice, while they wait for others to complete the required work.

• People who make an effort to understand errors have a greater chance of understanding math concepts at their grade level.

• If the teacher has written, “See me” on a page, students operating on Level D, take the initiative to ask for teacher help–they don’t wait until the teacher finally catches up with them. While they are waiting for the teacher to come to their desk, they go on to any other corrections that they might be able to complete independently.

• When they get their work back each day, they know they will only have one day’s corrections to do, not days and days’ worth. They look at their noebook and take satisfaction in the fact that all the pages are clipped and up to date.

Every year I find that this discussion about math corrections is very effective in 
motivating kids to WANT to look after their errors promptly and without nagging by me. Once we have discussed 
what autonomous behaviour looks like in this situation, they WANT to see themselves as operating autonomously. That’s not to say that 
every child has aimed for, or achieved Level D in this regard, but I would say that a very large majority have, after this type of a discussion.

I find that as the year goes 
on, my students become increasingly more responsible about completing corrections 
independently. One year, when our regular Math time followed recess, I would typically return to the classroom, always to find a 
large number of students with their math books out––by choice––working 
independently to get their corrections up to date for the day. On seeing this, the remainder of the class would often follow suit––peer influence at its best!

Response:
Although it’s true that school letter grades and the DwSTRESS Hierarchy levels are arranged in opposite order, at my K-6 school, we have never experienced any 
confusion with this. I think that’s because we purposely 
do everything we can to keep grades SEPARATE from the DwSTRESS Hierarchy. The 
two are not connected. Certainly, both provide tools of evaluation, but one is a 
tool of EXternal evaluation and one is a tool of INternal evaluation.

The Hierarchy is a tool meant for use by students to evaluate THEIR OWN 
behavior. (INternal evaluation) It’s not a tool for teachers to evaluate students. Teachers use 
reflective questioning to help students evaluate THEIR OWN INDIVIDUAL 
ACTIONS with reference to the Hierarchy. No person operates solely on one 
level. Minute by minute we make individual choices. Each choice can be 
assessed by using the Hierarchy and thinking to oneself.

Report card grades on the other hand, are a tool that the teacher uses to assess a student. (EXternal evaluation) Over time, grades are compiled and report card marks are issued. It’s part of 
the teaching job description to evaluate students’ performance in school.

Because these tools are for meant for expressly different purposes, the teachers at my school find it 
counterproductive to have students think about report card grades in 
conjunction with Marshall’s Hierarchy. We teach that the two evaluation tools 
are separate and should not be confused. As I said, we have never had any 
students confuse the two because we start by explaining that the DwStress Hierarchy is quite 
different than letter grades.

Level D – Democracy – Shows caring, kindness, respect, responsibility and honesty because of INTERNAL motivation.

Level C – Compliance – Shows caring, kindness, respect, responsibility and honesty because of EXTERNAL motivation.

Level B – Bothering – Bothers others which is neither appropriate nor acceptable.

Level A – Anarchy- Absence of order; aimless; procedures are not followed. Neither appropriate nor acceptable.

RESPONSE:
You DO understand the differences between Level C and D. Just as you mentioned, the main difference between the two is the difference in motivation. An action at Level C and D can look identical. It is only the difference in motivation that identifies one person’s action as being at Level C and another person’s as being at Level D.

Here is an example to clarify this point:

Students at Level C do home assignments–but only after being reminded by a parent. At Level D, students complete home assignments simply because they know that this is something that is expected and that home assignments are their responsibility. They don’t wait to be reminded before starting. Either way, the action is the same; the home assignments are completed–only the motivation is different.

Level C is an acceptable level of operation but it is important for students to understand that it is not the highest level to which a person can aspire. At Level C, the motivation for acting appropriately is external. In other words, the young person does the correct or right thing but is motivated from a desire to please, impress, or avoid the disapproval of an authority figure. At this level, people need something outside of themselves to motivate them to do the right thing.

At Level D, the highest level of social development, the motivation is internal. The student does what he/she knows to be the correct, right, kind, or responsible thing. The person does so out of a genuine desire to do the right thing. The right thing is done–whether or not an adult or anyone else is present.

In short, Level C describes obedience, which is a necessary characteristic for a civil society.

Unfortunately, obedience does not create desire. The DESIRE to do the right thing is the main characteristic of Level D.

RESPONSE:
Below are some examples of behaviors on each of the four levels as well as the most important understandings to convey to your students.

Level A – Anarchy
• displaying out-of-control behavior of any type
• showing a complete lack of concern for the feelings of others
• destroying or vandalizing property intentionally
• stealing
• putting oneself or others in danger

Behavior on this lowest level is always unacceptable. Students should understand that by choosing to act on Level A, they are automatically inviting the use of authority by the teacher.

Level B – Bullying/Bothering
• disrupting the group or preventing others from doing their tasks
• acting irresponsibly with personal belongings
• coming to class unprepared with supplies or completed home tasks
• breaking the standards of the classroom
• using class time irresponsibly
• acting with poor sportsmanship
• behaving in a way that is inconsiderate of, or disrespectful to others

Behavior on Level B is also always unacceptable. For this reason, operation on this level also results in the use of authority by the teacher.

Level C – Cooperation/Conformity
• cooperating with the teacher, when the teacher is present in the room
• fulfilling requirements, but doing little more
• being kind to others only when an authority figure is present
• relying on a parent to give reminders to complete home tasks, return library books, etc.
• doing something helpful, but specifically to impress others
• basing decisions (good or bad) on an outside influence
• being cooperative and compliant but showing little initiative

Level C is an acceptable level of operation but it is important for students to understand that it is not the highest level to which a person can aspire. At Level C, the motivation for acting appropriately is external. In other words, the young person does the correct or right thing, motivated from a desire to please, impress or avoid the disapproval of an external authority figure.

Level D – Democracy
• acting with self-control and discipline whether or not an adult is present
• participating within the group in an appropriate manner out of respect for others
• choosing to be responsible by fulfilling obligations willingly
• including a peer because he/she seems lonely
• volunteering to help simply because it’s obvious that help is needed
• showing initiative in one’s learning
• choosing to come to class well prepared
• independently seeking help when necessary
• deciding to speak up in defense of another
• seeking to be of service to others, out of a genuine desire to do so.
• relying on one’s own judgement
• taking responsibility for some unkind words by choosing to apologize
• sincerely thanking someone

At this highest level of operation, the motivation is internal. The student does what he/she knows to be the correct, right, kind or responsible thing. The young person does so out of a genuine desire to do the right thing–the right thing is done whether or not an adult is present.

Notice that the longest list of examples is given for Level D. This is done deliberately with the intention of encouraging teachers to focus on this highest level of the hierarchy in their discipline discussions with students. Although the students should understand the key points of every level, dwelling on the lower levels is counterproductive.

The more attention given to concretely providing specific examples of Level D and discussing the benefits of acting on this level, the more likely that young people will be internally motivated to aspire to these types of behavior.