COMPLETE LIST OF ALL BLOG POSTINGS
Click on any link below to read the entire posting.
THE TEACHING MODEL
• Where can I find an online copy of the DWS Teaching Model?
• How does the Responsive Classroom model dovetail with DWS?
• Isn’t DWS very similar to Love and Logic?
• Encouragement to implement all parts of the Teaching Model
GENERAL QUESTIONS
• How does this discipline system reduce stress?
• For what age group is this approach designed?
• Can DWS be used with young children?
• Is DWS ever implemented in high school?
• Can I use DWS with grade 5 students?
• I just got the DWS book. How long until I can implement it?
• I’m not sure that this discipline approach is “simple to implement!”
• Is it contradictory to use a “color change board” and posted consequences with DWS?
• I don’t see how I could use a loving internal discipline system with my students.
• Is it possible to use both DWS AND tallies?
• Is giving grades discouraged in this system?
• Are young students developmentally ready to operate on Level D?
• I’ve read mixed reviews about DWS.
• Help! I’m expected to post rules, consequences and rewards!
• Does it matter what kind of home a child is from?
• Do weekly behavior reports match the DWS approach?
CLASSROOM MANAGEMENT THROUGH PROCEDURES
• What is the difference between classroom management and discipline?
• Rules vs. procedures – Isn’t this just a matter of semantics?
• Who should create the procedures? The teacher or students?‘
• When might students be involved in creating procedures?
• The importance of an attention management signal.
• I’d like more ideas for effective attention management signals.
• A completely silent management signal.
• How soon should I start to deal with misbehavior?
• How can I get immature students to listen and behave themselves?
• How can I help a student who constantly blurts out?
• In just two weeks, I’m completely overwhelmed with discipline problems!
• Difficulties on the first day
• Non-verbal cues for procedures.
• How can I deal with inattention during our Morning Meeting?
• What can I suggest to these kids to help them stop talking?
• How can I control voice levels during Centers?
• Using the DWS Impulse Poster to stop kids from blurting out.
• How do you make students aware of your expectations?
• I need help with procedures for first grade.
• Which procedures do I need for fourth grade?
• I don’t understand the difference between expectations and rules.
• Tell me how procedures are used in a discipline situation?
• How can procedures be used when students misbehave?
• How do you teach them to follow a certain procedure?
• My class meetings are a disaster!
• The most effective procedures are those that are carefully planned and explicitly taught.
• An example of developing procedures proactively to avoid problems.
• Start-of-School “Procedures Tour”
• Can I use DWS out on yard duty?
• I need help to establish procedures in the computer lab.
• Important information to consider when planning/teaching procedures.
• Help me get started on planning class procedures!
• Do these expectations fall in line with DWS?
• Can you give me examples of procedures for Show and Tell?
• List of “Rights and Responsibilities” created by high school students
• Teaching Primary students to walk in a line
• A great procedure for primary grades!
• Hundreds of simple procedures… to save my sanity!
• Using procedures to gain the cooperation of a passive aggressive student
• Sharing the Visual Schedule in my primary classroom
THE THREE PRINCIPLES
• An overview of The Three Principles
• First day of school–having trouble asking questions
• Would a school pledge fit into the DWS approach?
• How do I teach students to ignore a misbehaving classmate?
• Choice-response thinking – in a poem!
• Using DWS to deal with younger siblings visiting in the classroom.
• I’m required to assign a behavior grade but this doesn’t seem in line with the DWS approach.
• I would like to have my students give themselves a behavior mark. What do you think?
• How can I remember all those questions?
• Can you give me some examples of reflective questions?
• I’m having a hard time with the Positivity Principle. Can you give me some examples?
• A DWS mindset: misbehavior as an “opportunity” to learn.
• A strategy for developing positive habits in discipline situations.
• Sharing my latest DWS success!
• Dealing with an uncooperative student.
• Looking for a quote to encourage good choices.
• Thoughts shared on the success of using the DWS Principles
• The Importance of Believing in Others
• Making learning an option – The “Principle of Choice” at work!
• Incorporate some daily positivity with riddles!
• If discouragement is the problem, then encouragement must be the answer
• What it looks like to be positive in a negative situation.
• It looked like poor behavior!
THE RAISE RESPONSIBILITY SYSTEM
• Can you give me an overview of how this discipline approach works?
• How do you deal with discipline before you’ve taught the Hierarchy?
• What are the most important things I need to understand about the DWS Hierarchy?
• My students aren’t operating on Level D of this discipline system. What can I do about this?
• Should I put the kids’ names on the Hierarchy with clothespegs?
• Using the Hierarchy to understand integrity.
• How can I help a child who says he likes Level A?
• I’ve come up with my own names for the levels.
• How can I make the levels meaningful?
• What if a student won’t acknowledge Level B?
• How often should I be eliciting a consequence?
• Help me understand the difference between Levels C and D.
• I need concrete examples of each level.
• How do students benefit from operating on Level C or D?
• What “level” is an accident?
• I have some parents who don’t like that “D” behavior is better than “A.”
• Using simple examples from real life to teach the Hierarchy.
• How can I explain “anarchy?”
• Can the levels be renamed in opposite order?
• Are the level letters confusing to students?
• I’m a bit put off by the “reverse A-D system.”
• Should I start introducing the Hierarchy from A or D?
• Please explain how the “TRASH SCENARIO” is used to teach the Hierarchy
• Where can I find the primary book that’s used to teach the DWS levels?
• What is the correct way to introduce the Hierarchy to primary students?
• When do I give the Self-Diagnostic Referral?
• What if the essay becomes punitive in the eyes of the students?
• How can I deal with difficult students without using the essays?
• Setting up consequences proactively: an example of DWS in action.
• Can you explain what “elicited” consequences are?
• Can you explain what you mean by “natural” consequences?
• What do you mean by “imposed” consequences?
• Why doesn’t this approach use logical consequences?
• Can I keep them in at recess to finish work?
• The kids were mad when I kept them in!
• I’m looking for a primary reflection form.
• My students are too young to write a reflection sheet.
• How can I handle students who won’t take no for an answer?
• With all these reflective questions, B students are getting all the attention!
• Role-playing Level C – a good idea!
• A “portable Hierarchy” is a good idea!
• I have a student that passively refuses to answer reflective questions.
• How do you do this with a whole class?
• Do all discipline conversations need to be private?
• I plan to introduce the DWS essay on the second day of school.
• When do you introduce the Hierarchy?
• I’m worried about the part where kids decide their own consequences.
• How can I explain the difference between Level C and D?
CONNECTIONS TO LITERATURE
• I’m looking for a list of picture books to teach the levels.
• Primary Book––“Hooway for Wodney Wat”
• Primary Book––“The Little Red Hen”
• Primary/Intermediate Book––“Miss Nelson is Missing”
• Primary/Intermediate Book––“Capyboppy”
• Primary/Intermediate Book––“Snowflake Bentley”
• High School/Adult Book––“The Paradoxical Commandments”
• Older grades––“Autobiography in Five Short Chapters”
• Intermediate/High School Book––“Letters to a Bullied Girl”
• High school/Adult Book––“Everyday Greatness”
• Intermediate/High School Book––Goal Setting and “The Last Lecture”
• Primary/Intermediate Book––“A River Ran Wild”
• Early Primary Book––Introducing Choice Response Thinking (PreK-2) with “Pete The Cat”
• Primary book – “Lily’s Purple Plastic Purse”
• Picture book for all grade levels – “So Close”
• Books by Jeanette Winter – Level D, every one of them!
IMPROVING ACADEMICS
• How do I deal with a lack of student interest?
• Why does this discipline system refer to homework as “hometasks?“
• Extending the DWS Hierarchy into learning
• How can I use this approach to motivate students academically?
• Improving the quality of hometasks.
• Using the Principle of Reflection to improve spelling
• How can I motivate students to take more interest in their own learning?
• How can I make the levels meaningful in math?
• I want to encourage some very low students.
• How can I motivate my students to take care in their schoolwork?
• Some “evidence” that DWS really gets kids thinking!
• How do I help students realize they are responsible for their own grade?
MOTIVATING STUDENTS
• How do I turn off the urge to praise?
• Praising is second nature to me!
• Level D integrity – at the beach!
• Are sticker plans compatible with DWS?
• What if my students are used to being rewarded?
• How can I distribute school “Duck Bucks” to my class without rewarding?
• Is a “Well done!” sticker an “acknowledgment” or a “reward?”
• A not-so-typical Awards Ceremony
• How will students know that the intrinsic is always more important than the extrinsic?
• If I give a treat, is that the same as rewarding?
• Without rewards, how can I encourage neat work habits?
• 10-15 students are arriving late – every day!
• Isn’t an adult paycheck the same thing as a reward?
• How can I let those Level D “wonders” know they are wonderful?
• I’m confused. How can I incorporate DWS into Fun Fridays/Study Hall?
• Are all class incentives discouraged?
BUILDING RELATIONSHIPS
• Just 5 Minutes of Relationship
FOR SPECIALTY TEACHERS
• Any suggestions for getting started with this discipline approach in a school library?
• I don’t understand the difference between expectations and rules. I teach art.
• I need help to establish procedures in the computer lab.
• Can I use DWS in a small group/pull-out situation?
FOR GUEST TEACHERS
• I would welcome suggestions for substitute teaching with DWS.
• Choose your teacher – just for the day!
• I’ve taken over a class and the students won’t listen to me!
• For some students, they see “sub” and think “anarchy!”
SPECIAL CHALLENGES
• Using DWS with students who have Asperger’s Syndrome.
• I have an ADHD student who is very disruptive.
• Using DWS in preschool, with students who have special needs.
• Helping a special needs student develop self-discipline
• Is it possible to use DWS in a class that has a special needs student?
• Do you have suggestions for students from juvenile hall?
• Dealing with an uncooperative student with special needs
• I believe my students with ODD/autism CAN get it eventually, but worry about the meantime.
