Like many of my Kindergarten students, I’m concerned about Damian because he doesn’t have an adequate vocabulary or many expressive oral language skills. His articulation when speaking is also extremely poor; he’s missing a very large number of top teeth (as a result of years of excessive sugar in his diet.) I’ve noticed that when [...]
I’ve learned a great lesson from my teaching partner, Darlene, who has wonderful “people skills.” We share a grade one class. She begins the year with a quick phone call to every family, starting with those children who look like they may eventually have some behavior issues. She simply asks the parents to let her [...]
A few years ago, I posted some ideas regarding good intentions that Darlene and I had learned in our workshops with Dr. Gordon Neufeld, a well-known Canadian developmental psychologist. Gordon’s ideas about attachments and relationships are quite unique and extremely helpful to anyone interested in using DWS. Here’s the gist of his ideas regarding good intentions: As [...]
What it looks like to be positive in a negative situation.
I think I work with the most masterful and quick-witted teacher alive! Here’s just one very small example of how Darlene took a negative situation (partly created by me!) and instantly found the positive kernel inside that could make a child feel encouraged and hopeful. For the month of June Darlene and I decided to work [...]
If discouragement is the problem, then encouragement must be the answer
Recently I surfed into a parenting blog. It featured the following quote that spoke of an ancient form of what I would call “discipline positivity!” In the Babemba tribe of South Africa, when a person acts irresponsibly or unjustly, he is placed in the center of the village, alone and unfettered. All work ceases, and [...]
How can I explain the difference between Level C and D?
QUESTION: 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 [...]
Incorporate some daily positivity – with riddles!
Dr. Marshall encourages teachers to remember that people always do better when they feel better. Because young people are no different than adults in this respect, one of the three principles that form the foundation of the Disicipline without Stress Teaching Model is Positivity. Dr. Marshall reminds teachers to develop a coaching mindset from which misbehavior is [...]
Making learning an option – The “Principle of Choice” at work!
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 [...]
Thoughts shared on the success of using the DWS Principles
The following story was shared by teacher, Marie Swift, regarding the power of using the three DWS Principles; Positivity, Choice and Reflection. I would like to share a situation that happened recently in my Grade One class. I have been using DWS for a few years now I firmly believe that we have to approach behavior [...]
Who should create the procedures? The teacher or students?
QUESTION: Who should make the procedures? Is this something the teacher dictates or something the kids come up with? For example, I have been thinking about how I want to teach my first grade class to “turn and talk.” I want them to: Find someone who is nearby (rather than go across the room to [...]
