QUESTION:
My class talks so much that I would like to keep them in at recess to get their work done. Is this against the philosophy of DwStress??

RESPONSE:
It would depend on how the situation comes about. Dr. Marshall points out that imposed consequences are typically viewed as punishments by students and so lead to poor relationships and resistance. As such, imposed consequences are not very effective for helping students become responsible for their own actions. Instead, Dr. Marshall suggests that proactively ELICITING consequences from students is a much more effective approach when consequences seem necessary.

Here’s what you might do:

At the beginning of the lesson, explain your expectations. Explain that the assignment should be completed by recess (assuming that this is a reasonable expectation for all.) Tell the class that you know that it will require concentration and effort but that you believe they are capable of this high level type of behavior.

Explain that you feel that by being diligent and focused, everyone should have sufficient time to complete the task. Take the time to ELICIT from the students how they might handle distractions.

For example, you might ask, “What would a person who wanted to get their assignment done on time, do during class?” The students might respond with a variety of suggestions:

• Keep your eyes on your own work.
• First do one question and without too much waiting, go on to the next.
• Ignore others who might be choosing to fritter their time away.
• Choose NOT to become involved in jokes with others.
• Remain focused on the goal: Completing work by recess.

Then ASK:
“What should happen if some people choose to do other things with their class time and don’t have their tasks completed by recess?

Someone in the class will be sure to say, “They should stay in to finish at recess,” to which the teacher can respond with, “I can live with that.” You might even go one step further and ask the students if they can agree that this suggestion sounds fair.

By doing these things you have been positive and proactive.

You have:

  • set high but reasonable expectations,
  • discussed how to be successful,
  • elicited a consequence FROM the students as to what should happen if someone doesn’t choose to complete their assignment during the class time that has been provided.

When recess rolls around, most students will have lived up to your expectations and will be ready for play. For those that haven’t made good choices, a consequence is already in place; a consequence that has been determined by the class, ahead of time. Because you acted proactively, you’re now in a relatively stress-free situation.

Even though the consequence has already been outlined, take the time to again ELICIT it from the students who have not completed their work, just to ensure that they don’t feel as if you are imposing it.

In other words, ASK:

“What was it that the class said should happen if someone didn’t choose to get their assignment completed before recess?”

My experience has always been that students willingly (and often sheepishly,) cooperate at this point. In other words they are willing to take responsibility for their poor choices, rather than blaming the situation on their “mean” teacher.

An added thought:

If at the end of the lesson time, you find that your original expectation was not reasonable and that some students who have been working diligently throughout the lesson were not able to complete their assignments, it makes perfect sense that you wouldn’t expect them to complete the task at recess. In that case, you might quietly speak with them and give them the choice to either catch up at recess or go out and take a break, finishing the task at some other agreed upon time, perhaps for homework. It’s important to be flexible when you can see your initial expectations were not reasonable for certain students.

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Posted In: Guided Choices, RRSystem in Action
posted On: July 24, 2008: 11:55 am: By Kerry Weisner
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