One day I decided to have a discussion with my grade one students about how they could use their understanding of the four levels to help themselves become better readers. We talked about the “Whole School Read” session in which we participate each morning. I asked the youngsters to describe hypothetical behaviors of students operating at each of the levels during this daily reading time.

Using their own words,they were able to clearly describe conduct at each level:

At the lowest level A, students wouldn’t be practicing reading at all. They would be deliberately misbehaving. At the next higher level B, the students explained that people wouldn’t be doing much reading either. At this level, students would be annoying or distracting others, perhaps by poking them or by making jokes. They would probably flip through the pages of a book but wouldn’t put in the effort to actually read. We reviewed that at Levels A and B, a teacher must step in and use authority.

Then we discussed the higher and acceptable levels of development, Levels C and D. Students operating on Level C would be reading––but more or less only when an adult (the teacher or a parent,) was directly watching or working with them. Their motivation for reading is based on an external factor––they willingly cooperate and do what is necessary in order to satisfy, impress or avoid the disapproval of adults in the room. Yet there is still that one higher stage of development, the level of personal power and autonomy, Level D.

At Level D, the students described that a person would be using reading time each morning to truly practice. It wouldn’t be necessary to have an adult directly with them at all times; they would read and re-read sections of their book because they know that by doing so they will become better readers. Their motivation would be internal. They would be reading in an effort to become the best reader that they could be.

Promoting Learning with the DWS Hierarchy

Having run through examples of all the levels, I asked, “Which of these students from our discussion will learn to read well?” They understood that it seemed unlikely that students operating at Levels A and B could ever learn to read very well. Their choices and actions were leading them in the opposite direction.We discussed that although students operating at acceptable Level C would learn to read, it was unlikely they would become proficient readers simply because they were reading only when directly supervised.  With only a so-so effort at practicing, they would get only so-so results.

Then we discussed Level D, the level at which people take the initiative to motivate themselves to put forth effort. They feel good about themselves because they are aware that improvement is a direct result of conscious choices that they have made and so they experience a sense of personal power.

After these discussions, I simply asked the students to silently identify their own developmental level in the reading session that had just passed. After giving them a moment to reflect, I asked them to honestly evaluate their own level and whether or not they were heading in a positive direction. Nothing more was said aloud, by either myself or the students, and we soon moved on to another lesson.

The Results

That night, without any suggestion or prompting on my part, the poorest reader in the class went home and read his reader over and over again. Prior to this, the kindly parents of this child had been sincerely concerned about his lack of reading progress and fairly supportive of the school, but obviously they hadn’t understood the value or importance of the school’s request for nightly reading sessions with their struggling youngster.

That evening they watched as their little boy independently read and re-read his reader. Both the parents and the child could see a dramatic improvement in his reading skills. They experienced the powerful impact that internal desire, coupled with just one night of true effort, could have on someone’s ability to read at a grade one level. He came back to school the next day bursting with pride and determination to practice more and more so that he could move on to a new, more difficult book.

The DWS approach prompted this youngster to learn a powerful lesson that is bound to influence his behavior in the future. He could clearly see the connection between his own choices and the results from them. I could never have bribed him into such a learning experience by offering a sticker or prize for having read a certain number of pages.

Some related postings:

How can I use this approach to motivate students academically?

Improving the quality of homework

Using the Principle of Reflection to improve spelling

What can be done so students know that the intrinsic is always most important?

How can I use this approach to motivate students academically?

How can I make the levels meaningful in Math?

How can I motivate my students to take care in their schoolwork?

Here’s the gist of his ideas regarding good intentions:

As adults we should actively look for times when a child is displaying or expressing good intentions––and then we should nurture those intentions.  Despite the fact that the young person may NOT be able to carry out their good intentions, and that the situation may actually turn out negatively in some sense, we can applaud their initial desire to do the right thing.  By pointing out that the intention was good, we can encourage the child to keep aiming in the right direction––the direction of following their conscience to do the right thing.

Of course this sounds like a sensible approach to working with people but it’s often the opposite of what we teachers actually do!

Often we discount good intentions if a child doesn’t follow through on them––and so lose the opportunity to influence and encourage a child to continue to AIM in the right direction.  Gordon points out that if a person isn’t AIMING in the right direction, he’ll never get to where he’s going.  So what could be more important than AIMING?  AIMING is a critical part of getting somewhere!

Regardless of how the immediate situation actually works out, it’s the AIMING that we should take care to nurture.  Over time, we will have an impact.  If we can convince a student to continue to AIM in the right direction, then one day––when they have developed the maturity that will enable them to follow through successfully on their good intentions––they’ll more often achieve the results we all hope for by actually DOING the right thing.  Gordon teaches that when a child displays good intentions, it’s our job to focus on those intentions and highlight the importance of them.

I found these ideas regarding good intentions to give me a lot of relief.  Before I understood these ideas, I always felt that as a good adult, it was my job to more or less berate a child who goofed up!  I hope you understand what I mean by this.  I felt that if a child said that they had really wanted to do something the right way, it was my job to point out that that didn’t count if the end result was that they had goofed up.

Since receiving the ideas I’ve shared above, I feel free to take on a much more positive approach to situations in which a child has goofed up.  That’s a great relief.  I can see that my job is not to berate or correct them in any way but to empathize with them and believe in them, thus encouraging them to try again.  I can reinforce my belief in them––that one day they will be able act appropriately in certain situations.  As Neufeld says,  I can keep encouraging them “to aim.”  I can put myself in the position of the coach who will cheer for them and help them as they move closer to their goals.  I don’t have to approve of their behavior but at the same time, I don’t have to dwell on their failures or try to teach them what to do better.  They already know what they need to do.  I simply have to encourage them to aim, thus nurturing their good intentions.

I can give you an example of how these understandings helped me with one student currently in our grade one class.  We have a little fellow this year who can only be described as a little monkey!  Surely, you know the type!  (Well, my principal actually calls him a little turkey but he means the same thing!!)  He’s quite a charming little fellow but he’s always pushing the limits and getting into trouble.

Early in the year, some older children taught him a few choice words which he used liberally out on the playground.  Of course, news of this kind of talk always spreads fast and he ended up in our principal’s office.  I took him over myself!  On the way over, we discussed inappropriate Level B behavior and he told me that he had not wanted to say these words in the first place, that he thought he was simply saying them in his head and didn’t realize that other people could hear him. He said he planned never to say these words again!

That was my opportunity to preserve the relationship and nurture his good intentions (as I had learned from Gordon) by saying that I believed him and that although he had goofed up and I couldn’t expose other children to the possibility of this particular kind of language at the moment, we could get past this event.  Then, rather than focusing on how he had goofed up and coming up with negative consequences, I simply felt free to encourage him to aim again.

I reinforced my belief in him by saying that I thought he certainly could live up to his good intentions by not letting those words come out of his mouth again.  I expressed that I was sure he could hold to that good intention.  Then I simply gave him a little hug and explained that whatever happened in the office, we could get past it and he’d be welcome back in the classroom to take another shot at talking appropriately with others.

Ever since becoming acquainted with DWS, I have felt that although students need to be aware of Level A and B, the key is really for the teacher to put the greatest energy and focus on Level C and D and the difference between these two acceptable levels.  This summer, the understandings I received from Gordon Neufeld really helped me understand why this is so. He gave me a way to respond to certain situations of misbehavior with positivity––another crucial part of Discipline without Stress.

After first reading Marv’s DWS book more than ten years ago, I started to become conscious of the importance of deliberately planning for “choice” in my teaching.   Certainly, as I took on a job at a local Alternate High School six years ago––working one-on-one with sullen, illiterate and often, ashamed teenagers––providing choice was a major consideration in any lesson.  There, the first choice always offered was simply “Would you be interested in a reading lesson today?”  Darlene, my teaching partner, and I quickly (and painfully) learned that without at least some tiny initial buy-in from these students, we were going nowhere fast––and it wasn’t gonna to be pretty!

Now this year, back in Kindergarten full time, choice is still an important consideration.  Like others who use DWS, whenever possible I try to ensure my Kindergarten students have choices when we do projects, play games or have story time.  In discipline situations I try not to back any child into a corner and instead endeavour to make sure they feel they have some freedom of choice with regard to their own behaviour and its consequences.  Yet, the most powerful teaching experience I’ve ever had with “choice” wasn’t planned at all.  It developed gradually over a period of about 3 months and all quite unintentionally.  I’d like to tell you about it!

Although the Kindergarten mandate in my province is to provide a play-based learning environment, just before Christmas I realized that a couple of students were ready for more formal reading instruction.  They already knew all their alphabet sounds, they could automatically and correctly write a letter symbol for each sound and their oral phonemic awareness skills were excellent.  One child, Mary, was especially eager; I decided to start with her.

Although I’ve taught nearly 300 grade one students to read in a regular grade one classroom setting, I’ve never before taught a Kindergarten student to read within a play-based environment.  The main reason I chose to move to full day K when Darlene retired last June was to be able to continue to develop the beginning reading program we created in our grade one classroom and used successfully with older struggling readers in the alternate school system in our district.

Although I had a pretty good idea of how I wanted to approach reading instruction in Kindergarten when I started in September, this year is an experimental one for me.  I’m testing out ideas, lesson formats and activities in order to find out which might work best, and in which sequence.  Currently, many First Nations students in our province are not successfully learning to read well over the course of their schooling.  I want to do my best to provide good beginning reading instruction for all my 14 students, but I’m especially concerned that 11 of them are already statistically at-risk––even before they start!

Over the Christmas holiday, I considered how I might go about teaching, first Mary, and then eventually others, to learn to read.  Since I personally find individualized instruction more productive than small group work, I knew I wanted to keep each child’s learnings recorded in some individual way, for their own reference.  I debated how best to do this and finally decided to use a notebook. But I wanted this notebook to be different than the others we use in Kindergarten––I wanted it to be somewhat special.  After all, learning to read is very exciting!  The dollar store had a sturdy black notebook for sale so I bought a few and taped a name tag on for Mary.

In my school, eating times are supervised by teachers.  The procedure I’ve taught is that after eating and cleaning up lunch things, students are to get organized back at their table spot for “Book Look” time.  I spotted an opportunity to begin working with Mary on her own because it just happens that she typically eats her lunch more quickly than all the other children.  When I quietly suggested that we could use the remainder of eating time to start learning to read, she was all smiles.  I showed her the notebook and we began.  Each following day after her lunch, Mary and I would spend five minutes or so to practice the words and sentences in her “Key Book.”  Then we would add a new phonetic pattern that would allow her to tackle more words.  Because Mary is so keen on learning to read, it’s a delight to work with her.  We have a lot of fun together!

Lunchtime seating in my class is determined by small named placemats.  As students wash their hands, I put out plastic placemats at three tables.  Because I move the mats around––to different tables, with different companions––each day Mary sat with a new group of children.  As others at her table wondered aloud what the two of us were doing, I would explain and invite them to listen in to Mary’s reading lesson if they were interested.  Eventually, the two students who were near ready to read themselves, asked if they could have a reading lesson––just like Mary.  Happily, I was able to show them that I had already purchased Key Books for them too.  Since they were interested, I could certainly give them a little lesson.

Things progressed well and I went back to the dollar store several times to buy more black notebooks. Every couple of weeks, another child would ask if they too could have a reading lesson.  Generally students didn’t seem to ask to be taught to read until they had acquired a certain skill level with phonemic awareness and alphabet sounds.  This was perfect!  Our Book Look times just naturally started to increase in length.  More and more kids automatically started to go to the bin and retrieve their Key book when they finished their lunches. Without any suggestion from me, they would practice reading the familiar pages, while waiting for a turn with me to add the next concept to their books. Then one child had a new idea.  Each day after reading, he began getting a pencil to spell three letter words, write the names of classmates and copy favorite words from book titles into his own notebook.  Soon that idea caught on too and I developed a procedure; pages on which I taught reading concepts were just for the teacher, any other empty page could hold student writing.

Eventually though, a couple of students who did not have the necessary foundational skills to easily learn to read began to ask if they could also have lessons with a Key Book.  My heart fell as the first thought to cross my mind was “But you’re not ready yet.  This will be too hard for you!”  Luckily, biting my tongue (as a result of diligent practice with DWS Principle, Positivity) saved me!  Instead of blurting out my first (and very negative) thought, I forced a bright smile and said (without a lot of inner confidence,) “Sure!  Any student who wants to learn to read can do so!”   What else could I say?

But then, pretty quickly, I remembered that years ago I went to individualized instruction for a reason!  My less ready students did not yet have the ability to actually blend letters into words to read but I could have them practice more basic skills that would move them to that point.  I could use their Key Books to review alphabet sounds.  They didn’t need to know that others in the class were working on more advanced skills.  To date, 12 of my 14 students have Key Books and two students have not yet asked for them.  Not surprisingly these are the two students that I have recommended to my principal as candidates for another year in Kindergarten.

Here’s what I experienced first hand this year:  When learning to read is a choice, motivation is high.  When motivation is high, every lesson is welcomed.  When lessons are welcomed, learning fuels further motivation.  This experience may have developed accidentally for me this year, but next year I will deliberately plan to make learning to read a “choice!”

DR. MARSHALL’S RESPONSE:
A class meeting is a good start for the students.

But the problem is also an instructional one––there are some things that the teacher should not do and can do.

First, some things not to do:

DO NOT COLLECT anything within the first five minutes––this includes homework, lunch money, permission slips, etc.

DO NOT HAND ANYTHING OUT within the first five minutes.

DO NOT TAKE ATTENDANCE within the first five minutes.

DO NOT START A LESSON WITH THESE WORDS, “Take out your books.”

Today’s students live with remote controls in their heads. These controls have three switches: participate, apathy, and disrupt. Any of the above “dont’s” are more likely to prompt the second or third options.

Instead strategically plan for instruction:

Find one thing in your planned lesson that energizes or excites you. Then ask yourself what you can do to catch the students’ interest. The more unique the better! For example, assume you are teaching science and the lesson has to do with weather. Bring an egg and a bucket to class. Stand on a chair with an egg in your hand. Drop the egg. Ask the class why the egg fell. Obviously, the more outlandish or foolish your action, the more attention you will get and the less the students will want to miss your opening.

In this example, students will answer, “gravity.” Ask why didn’t the egg did not fall sideways. Legitimatize all answers, i.e., accept them all; don’t make fun of any.

If a student answers that the egg is heavy, then ask why a feather falls, and then the key question, “Why don’t clouds fall?”

The purpose of exercises like these is to create “killer questions”––those that prompt curiosity––not to pass a test or for some other external reason but one that students want to know for themselves.

I used to start my social studies classes showing a cartoon using an overhead projector. In English classes, have students do a “show and tell” the first few minutes. Then have students write on what they have seen or can learn from it.

Creating teaching ideas is what makes preparing for teaching so much fun.

The point:  Start every lesson with something that creates curiosity. Then watch how your students get to your class on time.

More is in the book under, “Sponge Activities.” In addition, “REDUCING TARDIES” has its own section with additional suggestions, starting on page 207.

——
P.S. Clouds do fall.  It’s called precipitation.

One thing I always admire about this friend is her ability to take an idea and run with it in the classroom.  She  inspires, elevates and motivates her students!  Teresa often bases interesting lessons for her grade sixes on some little item she’s found in the newspaper, something she’s heard on a radio talk show or something that comes from a good book she is reading herself.  She has a knack for recognizing something small that is full of potential.  She often takes one of these small ideas and then develops it into an in-depth theme that continues to grow over weeks in her classroom.  I’m always amazed at how she is able to do this so creatively and (yet, it seems to me!) so effortlessly.

Once, years ago––1996, I think––she heard about a boy from Ontario who had just started a social activist campaign called “Free the Children.” When she learned that Craig Kielburger was 12 years old, her ears perked up; that was the same age as the students she taught.  Very quickly she had her class researching and learning about Craig and his valiant (Level D) crusade to eradicate child labor across the world.  Eventually, when she learned that Craig was planning a fundraising trip to our province, she and the class invited him to speak and join their families for dinner, thus making learning come alive in the truest sense!

This past year she had another good spur-of-the-moment “back to school” idea that I thought I’d share, for others who teach older students and might like to kick off their school year in a meaningful and exciting way.  (It would also provide a way in which to reinforce Level D concepts––taking initiative, taking personal responsibility for happiness, character traits of perseverance, determination etc. etc.)

Teresa is an avid reader.  Last summer, when she finished reading The Last Lecture:  Really Achieving Your Childhood Dreams by Randy Pausch, she saw  great potential for using this book with her grade sixes as a way to encourage goal-setting at the beginning of the school year.  After sharing parts of the book with the class and having them watch the following presentation of Pausch’s incredible speech, she had the kids go home and interview their parents.

She had them ask their parents about their childhood dreams: Which ones had they achieved?  Which ones had slipped away? Naturally, after all this discussion and thinking, the kids were really well prepared and primed to do a thoughtful job of writing their own goals––for the school year and beyond.

When Teresa and I were in university together, we had a Social Studies Ed. teacher who often recommended, “Whenever you learn something interesting yourself, share it with kids.”  I think that Teresa learned that lesson well from our prof!

QUESTION:

I don’t want to use stickers to motivate my primary students to print more neatly.  Any suggestions to encourage them to take more care with their school work?

RESPONSE:

Here are some things that my teaching partner and I do in order to help build neat work habits over time:

1.  We talk a lot about neatness.  I’m a great believer in the idea that whatever you put your focus upon will increase!

2.  We talk proactively.  In other words, before a  lesson begins we discuss what a great job would look like.  This helps the kids who really have no idea of what a good job looks like and it helps the other kids who might not care too much about neatness otherwise.  It sets everyone up for success.

3.  Sometimes we have the students build criteria for “a good job.”  Sometimes we write it on a chart paper or make it into individual checklists that students can refer to.  We bring it out prior to each new session of writing.

4.  Along the same lines, we sometimes orally build DWS Hierarchies with the kids to pinpoint characteristics of operation on each of the levels with respect to certain activities.  See this link for some examples:  The spelling and reading hierarchies are ones we often talk about with our grade ones.  We find that kids become very motivated by these hierarchies if we refer to them often.

5.  We talk a lot about the satisfying feelings that are associated with working on Level D–In other words we talk about how it feels when you look at a piece of work and know that you have put forward your best effort in completing it.

6.  We encourage the kids to compare their current “best job” with a similar piece of work from earlier in the year.  For example, each child in our class has a math binder in which they complete calendar activities every day.  On the first day of October, I had the students look at their September calendar and pointed out to them, that after a month of number-writing practice in Grade One, they probably would be able to make their October calendar look even neater than the September page.  We talked about how this was an opportunity  to improve their work. We talked about how it would feel to do an even better job than the month before.  Every day for the first week or so of the month, we would look back to the September page and compare the number writing to the October page so everyone could feel proud of their accomplishment.  We do the same thing in their journal, in their printing book and in their drawing book.  Frequent opportunities to reflect on individual progress encourages students to want to make continual improvements.

7.  We give specific and individual feedback as the kids are working.  That “g” is exactly the right shape.  Now, you’ve got it! Continue making “g’s” like that!”

8.  When we do printing lessons, we always make a point of letting the students know that printing correctly and neatly isn’t just something to be concerned about during printing time only — it’s something that should carry over to their every assignment.

9.  One year, with a particularly messy class, my teaching partner, Darlene, had a special set of pencils that she brought out whenever the class was to do a writing assignment.  The pencils were only used for writing assignments — never for math etc.  The fact that she had these special pencils out sent a silent signal to the class that neat work was especially important at that time.

10.  We encourage the kids to analyze their own work and make their own judgments about what looks good and what they might like to improve upon in the future.  At the start of the next lesson, we remind them that they had already thought of some way in which they wanted to improve their work and ask them to take a minute to reflect on how they will improve today.  If they are doing a row of “s” letters, we ask them to circle the one that they feel is their best.

11.  If the child is particularly pleased with a piece of work, we quietly ask them if they would like us to xerox the page so that they can show it to family members at home.

12.  We try to create opportunities to use their work in meaningful ways so that there is a real reason to be neat and tidy.  For instance, we often do pieces of writing that will go into a memory scrapbook, on a bulletin board or will be used to accompany a piece of artwork in a display.  For example, last year for 6 weeks, all our writing projects were linked to the making of a “Dinosaur Museum” to which we invited all the people in our school and our families.   The kids made various types of “fossils”and wrote about how they were formed in nature.  They made informational dioramas about various individual dinosaurs, and wrote explanations of how the teeth of dinosaurs were related to their diet.  Because the kids were so motivated to create a Dinosaur Museum for real visitors, it was easy to get them to write as neatly and as well as they could — they had a real reason to do so.

Hope that some of these ideas will be of use to you!

For those who don’t know me, I have three teaching positions, all of which are shared with the same partner. Darlene and I share a grade 1 classroom, each working one end of the week, and on our other days we share two literacy positions, working with individual students at an alternate high school and a regular middle school. It’s hectic but we love it!  At our high school and middle school jobs, we work with a great range of students, some struggling with courses like English 10, but most with much lower skill levels. At both the middle and high school, a number of our students are currently reading (independently and accurately, that is) at a mid-grade 1 level.

Usually when we start with a new student, we initially have them work at conquering the alphabet. Recognizing/saying/writing the sounds of the letters is of course necessary for both accurate decoding and spelling. We always begin each 15 minute daily session with a quick “say/write the alphabet sounds” until the student is able to record all the sounds, automatically, as we dictate. Whenever we take on a new student, we also offer them a chance to learn to print each letter shape correctly at the same time. (DWS Principle of Choice!) Many are interested in improving their penmanship by doing that.

Early this week, one little grade 7 boy mentioned to Darlene that he was trying to remember to print every letter properly–not only when he was working with us, but all day long–whenever he had to write something in one of his classes. As a DWS teacher (always on the lookout for any flicker of internal motivation that can be fanned into a stronger flame!) Darlene explained how significant it was that he was CONSCIOUSLY CHOOSING to do this for himself. Naturally, she happily passed this information along to me so I could continue to build on it.

When I met with Mark on Thursday, I started our standard “say and write the sounds,” by telling him that Darlene had mentioned to me that he was starting to take charge of his own learning by choosing to improve his printing all day long. I said, “Wow! That’s the highest level of human behavior there is–to take charge of your own learning like that.” He nodded and on we went with all the various parts of his literacy lesson.

As it happened, we finished up everything I’d planned for that day a minute before his 15 minute time slot was up. Rather than fill in with some other impromptu literacy activity, I decided I had just enough time to explain in more detail what I had meant earlier in his session, when I referred to “the highest level of behavior.” I started to draw a quick DWS Hierarchy on our little white board, D, C, B, A and explained while writing, that human behavior could be described in four levels.

Beside A, I quickly scribbled, “Anarchy” and gave him the briefest of descriptions. Then as I was about to write another quick word next to B, he said, “that’s Bullying and Bothering.” Well–you could have picked me up off the floor, I was so stunned! This is the first time I’ve ever encountered a student (who didn’t attend my own elementary school,) who was already familiar with the DWS Hierarchy! Then I remembered that there was one teacher in this middle school who had told me a month or so ago that she had ordered Marv’s posters and was planning to teach her grade seven classes about the Hierarchy. Of course that explained it; Mark was one of her students.

So, on we went quickly to review the higher levels, with him, explaining to me, what each was about, and we also talked about how these levels connected to his decision to print carefully all the time. By then it really was time for him to go, so I stood up to usher him out to his next class but he remained seated. He asked, “Have you ever taught anyone at this level?” I sat back down and explained that yes, I had sometimes worked with those on Level A before. (In my mind, I thought of a student, who came to our high school with a knife a week ago, and two of our grade 1 students who (unbelievably!) bit two older students on their arms, one after the other, on the playground!)

Then I stood up again–by then we were really cutting into the next student’s time slot–but being a rather easy-going guy, Mark was in no hurry to leave! For the second time, I sat back down, to hear what he wanted to tell me.

He said, “I once knew two kids on Level B. Remember I told you about the teacher who taught me in a little group in grade 5 and then was my tutor in the summer? She was the teacher who taught me about vowels and consonants.”

(When I first met Mark a few weeks ago, I was impressed because he was the only student I had encountered at the high school level who had a pretty accurate understanding of what vowels and consonants are.)

He continued, “These two kids were on Level B with that teacher. They wouldn’t do any work at all and they said they didn’t want to learn anything, and they said mean things to her. But…I just sat back and thought to myself: I don’t want to be like that. I won’t be like them. I’ll try to learn something here–and I did.”

And as he stood up to go, now a few minutes late, I asked, “And what level were you on then?”

“D,” he said, as he went out the door.

To me, this is a bit of “scientific” evidence that even a brief introduction to the Hierarchy can have an impact on a child. Mark’s teacher has only been talking about the levels for a month at the very most–I’ll have to check in with her–and already she’s had an impact on this child. He’s aware that he’s making decisions to be internally motivated and he’s making use of the Hierarchy to make sense of things he’s experienced in his life.

It was exciting for me to witness how one DWS teacher’s efforts are paying off for this child! It was what some people refer to as a “Marshall Moment!”

She recently asked me the question posted below and I share my response here because it includes an explanation of how this discipline approach can be used to help children take responsibility for their own behavior by understanding the concept of CHOICE-RESPONSE THINKING. In other words, as humans, we have the ability to consciously choose our behavior, so therefore, we also always have a choice in how we respond to any situation or stimulus or impulse.

Whereas most conventional discipline approaches–typically based on external motivation–rely on OVERPOWERING or DISEMPOWERING students who choose to misbehave, an approach based on internal motivation has a different goal; to EMPOWER a child to take charge of their own behavior. This makes discipline far more positive. As well, over time, DWS offers many valuable understandings to the students–understandings that are totally bypassed when a teacher is focused primarily on just stopping misbehavior immediately, with either the quick promise of a reward or the threat of a slight punishment.

Here’s that question I was asked …

QUESTION:
Do your parent volunteers bring babies, toddlers and preschoolers with them when they volunteer during your Whole School Read? If so, how do you deal with these little children in the room when your class is trying to read?

MY RESPONSE:
Sometimes we do have younger siblings join us when their parents come in to volunteer for the half hour of reading. When we do, we make toys available but it’s the parent’s job to get them out etc. Sometimes, it’s actually a bonus if we have a preschooler or toddler who loves stories and will sit still and listen. It provides an audience for the grade ones — then it works out really well! Sometimes an older baby is content to sit in a stroller with their own toys, near their mom who is helping.

Sometimes though, a younger child CAN BE a bit of a problem but then we use our discipline system to deal with it. Just to be clear, we use our discipline approach to deal with our grade ones–not the disruptive toddlers who are simply doing what toddlers naturally and joyfully do!

Such a situation gives us the perfect opportunity to talk about self-discipline. That’s one of the first suggestions of this approach: view problems as opportunities to teach and learn! We use Marvin Marshall’s Discipline without Stress, Punishments or Rewards which is all about fostering SELF-discipline. We really focus on this; it’s quietly woven into every subject and activity. We think of this program as a gift really. What better gift could you give a child than starting them down the path towards becoming self-disciplined in their lives?

DWS is based on teaching a Hierarchy of four levels that can be used to discuss personal and social responsibility. It’s too much to explain it all here but the article, Using a Discipline System to Promote Learning would give you an overview.

To deal with the situation you asked about, we have a discussion with our grade ones using the four levels of Marshall’s Hierarchy. We focus on the two highest levels, both of which are acceptable levels of behavior in the classroom.

We talk about the need for SELF-control when someone younger can’t manage (or appears to be having a great time playing with toys during our lesson time!)

In other words, regardless of the fact that there is:

• someone having a playtime while WE’re reading,

• baby “babble” in the room,

• a younger child moving around a bit too quickly, or;

• a toddler eating a snack that looks quite good! etc.,

WE can still be in control of ourselves and make good use of our reading practice time ANYWAY. Our Whole School Read is one of the most important learning times of our day and so it’s important to stay focused and use our time wisely. In fact, it’s our job to use our school time to learn. Our playtimes, snack times and free times come later in the day–not first thing in the morning!

Referring to the four levels of the Hierarchy, we help our students to understand that a person who lowers their own behavior when young children and babies are in the room, is in effect deciding to choose a very young level of maturity themselves.

Viewed in this light, misbehavior doesn’t look very attractive! Students are keen to display a high level of maturity because all of us (at any age,) want to feel capable and in control of ourselves. Even someone as young as grade one would like to consider themselves grown-up–certainly grown up enough to manage better than a cranky baby or slightly out-of-control two year old.

We finish the conversation by reviewing that all behaviour is a CHOICE. We can CHOOSE to act with self-discipline–even in situations that aren’t perfect. We can CHOOSE not to be distracted by small things. We can CHOOSE to “do the right thing, simply because it’s the right thing to do” which, in a nutshell, sums up the focus of Marvin Marshall’s discipline program.

QUESTION:

I am a high school Social Studies teacher. As a teacher of a content area, I don’t penalize my students for spelling errors on their assignments as an English teacher would, but at the same time, I don’t want to give them the impression that spelling isn’t important. I’m not having much success. Once the students know that no marks will be taken off for errors, they seem to get even sloppier with their spelling! Do you have any suggestions for how I might use this DwStress to motivate students in this academic situation?

RESPONSE:

One reason that I enjoy using the Discipline without Stress approach in my own teaching is that I find that the Hierarchy makes it easy for me to motivate students to WANT to operate on the higher levels–not only in terms of their behavior, but also academically.

Whenever I introduce an assignment, project or activity, I not only explain the basic expectations (in other words, the Level C expectations/standards), but I also routinely leave the class with an understanding that there is always an option to CHOOSE to operate on a higher level–if they would like to feel more satisfied with themselves. By being proactive and spending the time to concretely give them a vision of what Level D–the level of internal motivation–might look like in a specific situation, I find that the majority of students become more interested in striving for that highly satisfying level.

(By the way, since genuine internal motivation can never be mandated, the teacher bears no responsibility for students who choose to remain at the more ordinary Level C. Remember Level C describes acceptable behavior. Anything lower is unacceptable–but anything higher is voluntary.)

Here’s a rough outline of how the conversation might go in the situation you described:

Social Studies is a content subject, so while spelling is not as much of a priority as it would be in English, and I won’t be basing your mark on spelling, spelling IS important to the overall presentation of your work. Spelling will be important to you in life, for example at times when you are applying for a job or writing a letter to City Hall, or going to college or university.

Even though spelling doesn’t indicate any certain level of intelligence, sloppy spelling certainly doesn’t look very good on paper. Here’s an example of a paper poorly spelled, from a very bright (but anonymous) student from years ago. How does the spelling affect your impression of this paper and of this person and their abilities? Now… here’s that same paper, with correct spelling. And a third version, correctly spelled and typed. What do you think?

Of course, the amount of care you put into your work is a personal choice, however, I find that many students decide by the time they come to high school, that they really want their work to start looking more mature. They decide for themselves that they want to do their best work in order to feel proud of themselves. If you want your work to look like that of a much older or more capable student, one thing you can do is to take care with spelling.

If spelling doesn’t come naturally to you, what can you do to help yourself? Right, you can use the spellchecker on the computer, you can use a dictionary, you can look back at your textbook to find the correct spelling of a term or a historical figure, or you can ask someone for help–all good ideas!

I’m just throwing this out as an option for those who want to hand in their best effort.

In my own teaching, I find that more often than not, this type of a discussion leads to a high level of motivation in almost every student. Who wouldn’t rather think of themselves as MORE mature and MORE capable, if there’s a choice? It’s a satisfying feeling to know that you are CHOOSING to operate on a level that’s above the ordinary. Students of any age find this an attractive thought.

The Hierarchy from Discipline without Stress, is a powerful teaching tool. It provides teachers with a way to inspire their students!

I work with very low math students. 
Part of my plan for next year is to convince them that
 things can be different. I want to convince them that they can find
 success and not be so frustrated! The worst behavior cases seem
 to be the kids that have given up.
 But then I worry! Maybe I shouldn’t try to convince them that
 they can succeed. What if I’m just setting them up for disappointment? What if they don’t realize that they will have
 to TRY in order for that to happen? I doubt myself constantly.
 Any suggestions?

RESPONSE:

I think you’re absolutely on the right track!

Convincing your students that putting in 
effort is a worthwhile thing to do is very important. I believe it’s a key part of our job. Certainly, consistent effort is 
the only way a less capable student is going to find success.

But at the same time, I don’t think you should promise anyone “specific” successes. 
For example, I don’t think it would be wise (at least not in the first week of school, before you know your students well,) to promise a someone with learning 
difficulties that they could successfully pass a difficult course–simply as a result of expending 
effort. At that early point, you wouldn’t know 
if that was even possible. Every year there are 
many students who DON’T pass math or other difficult subjects, DESPITE 
many hours of hard work, diligent concentration and even the assistance of a 
personal tutor—they simply don’t have the innate cognitive ability.

For part of the week, I work at an 
alternate high school with the lowest students in our school district. Almost all of these 
students have come to this school because they are no longer welcome at any other 
high school in our area – usually for reasons of serious misbehavior (which often 
ultimately stem from low academic skills, dysfunctional home lives, mental illness, 
addictions etc.)

My teaching partner and I find that it’s best to be completely honest in the sense of letting them know that we actually don’t know how far they can go 
in their learning but that if they are willing to give us a chance, and if they’re willing 
to attend regularly, we CAN promise them they will see results. They will see 
PROGRESS. Then, once we’ve promised them progress, we do everything we can to make sure 
that they do see bits of progress (and therefore, success) EVERY DAY. We tailor our teaching to their needs so that they can succeed in baby 
steps if necessary.

For a very discouraged student, promising them that they will SUCCEED (in a specific 
way) is probably too much for them to initially believe. By promising too much, you 
might likely “scare” them. With these sorts of kids that likely means MORE 
behavior problems; it’s actually a defense mechanism for them. Once students have found some success through your careful guiding of instruction, you’ll find it gets 
easier and easier to convince them TO TRY. That’s when they become willing to 
believe you that bigger successes are possible–because you have proven to them 
that success is within reach. At that point, you may be able to promise more specific 
successes because you will have a better grasp of what is realistically possible for 
them.

At that point, my partner and I also do everything we can to ELICIT goals from the 
students and encourage them to make small learning decisions for themselves. 
Dr. Marshall calls this EMPOWERING students through choice. Dr. Gordon Neufeld 
describes it as helping young people “PUT THEIR HANDS ON THE STEERING WHEEL.” 
If you can help students to make goals for THEMSELVES (just small ones at first,) then 
almost automatically they become willing to put forth the necessary effort to improve 
(and hopefully, succeed.)

After all, if a person doesn’t get their hands on the steering wheel, how are they ever going to 
drive on their own and get where they want to go? A student who is “driving” on their 
own is going to go further, faster, than those who have to wait for the TEACHER to 
drive them! This helps foster the desire to operate with INTERNAL motivation, which 
is a very powerful driving force indeed!

Just as a small example, in our high school literacy job, most of our students have an 
individualized stack of vocabulary cards to help them increase the number of words 
they know. At the end of reading a selection, instead of US picking out the words we think they should practice again, we ask THEM to determine which words THEY would 
like to add to their practice decks, based on which they think will be of value to them 
in the future. Over time we find that this sort of continual focus on turning over small 
decisions to them, prompts an inner desire to take charge of their own learning and 
then they start to VOLUNTARILY voice small goals now and then – a significant sign of 
progress in and of itself!

If I were teaching math as you do, I would ask THEM which type of 
questions THEY thought they needed to practice more and then I would follow 
through with that on subsequent days or would be sure to assign those types of questions for 
homework. I would ask THEM to determine HOW MANY questions they thought they 
needed or how difficult the questions should be. Anything you can do to turn over small decisions to your low students will pay big dividends in the long run, as they start to 
see that they can be in charge of their own learning.

Sometimes we find that students make unrealistic goals for themselves. For 
example, our lowest student, 19 years old, asked me for a ride home on the last day 
of school because it was a very hot day and he didn’t want to walk, pushing a stroller, 
(Yes, he has a 2 year old son!) the five 
miles that he usually walks to get home.

As I dropped him off, I asked if he planned to return to school next year and he said, 
“Yes! And I know what I want to do. I want to read the Driver’s Manual and take my 
driving test. I’m going to sit down with the principal and you and all my teachers and 
tell them that this is what I want to learn at school.”

My heart sank. This wonderful, very personable and caring young fellow has extreme 
symptoms of FAS (Fetal Alcohol Syndrome.) Despite having attended school in a resource room setting, with a 
student/teacher ratio of less than 10 to 1, for all his elementary school years, he 
couldn’t read ANYTHING at all when we met him two years ago. His parole officer 
told us that prior to working in our program, he couldn’t even find his own name on a 
page of writing.

It has taken us 160 sessions of 30 minutes each, over two years, to get him to part-
way through a grade one level and we consider this a huge success, especially because his 
progress is speeding up as time goes on. However, our highest hope for him is that 
over the next couple of years (as he goes through Adult Ed.,) that we’ll be able to get 
him to a grade three or four reading level—he simply doesn’t have what it takes to read 
the driver’s manual–probably ever.

My first thought was that I needed to tone down his expectations for what he could 
achieve, so as to protect him from disappointment, but thank goodness, I suddenly 
remembered some advice that I heard long ago from a school counselor. 
This man had said that as adults, it is not our job to squash the dreams of children. 
REGARDLESS of how unrealistic we feel a child’s dream is, it is our JOB to support 
them and cheer them on. And then, if necessary, it is our job to be there to support and comfort and love 
them, should they face disappointment or failure. Our job is to encourage, assist and support them through disappointment, not to help them avoid the experience altogether.

With that in mind, I said, “Doug, 
that is an exciting and challenging dream you have! Darlene and I will do all we can 
to help you work towards it!”

And with that sort of mindset, on the way home I thought of how we can start to support him as he works toward meeting his goal. We can begin with the easiest section–on traffic signs, 
reading the short labels that describe them. And at the same time that we can 
continue to teach him at his developmental level, from his grade one books, “Bread for the Ducklings” and 
“Tasha Rides a Bike!”

Good luck! I think your students are very lucky to have you as a teacher!