QUESTION:
I’ve just taken over in a classroom where the kids are used to freely talking. Today I kept them in from break because they were talking so much that we couldn’t get the work done. This made them really mad at me!  In this discipline system, how do I communicate to the students that it was their choice to talk and therefore to stay in. If they had been focused and on task, they would have finished on time without any problems.

RESPONSE:
What you have experienced highlights one of the basic premises of DWS that sets it apart from other discipline approaches. When consequences are imposed by the teacher, they are often viewed as punishment by the students. Although, in the DwStress approach, consequences may sometimes be necessary, the students won’t perceive them in the same way because they have come naturally from the situation or are elicited from the students, rather than being imposed by the teacher.

If an assignment or lesson is to be finished before break, and provided that doing so is a reasonable request in that all students would have adequate time for completion, it would be wise to be proactive. Discuss this expectation at the beginning the lesson.

When the bell rings, the teacher can simply ASK the students if they are finished their tasks. Those who are finished are dismissed. Those who aren’t, simply need to complete their work.

With some students, further reflective questions might be necessary so that the student has the opportunity to take responsibility for their lack of focus during class time.

If a student complains…”Why can’t I go out? It’s not fair,” the teacher might calmly ask:

• “What was said at the beginning of the lesson about when this assignment needed to be finished?

• What did you choose to do with your class time?

• During the lesson time, what was the difference between what you did and what the others did, who are outside?

• What could you do right now to help yourself?

With those who might be surprised or make a complaint, the teacher can use a contingency : “As soon as you finish, you’re welcome to go out.”

Of course, body language, tone of voice, and facial expressions on the part of the teacher send many subtle messages. These sorts of questions can be asked as a “coach” (someone who wants to see the child succeed) or as someone delighting in revenge. Naturally, to be most effective when asking questions such as these, the teacher has to keep cool and remain “neutral.”

In my experience with my own students, over the course of time they become very task-oriented during lesson times. Eventually they don’t even grumble at all about completing little assignments at break. They realize that if they choose to make unwise use of time, they will need to complete their work at other times. They don’t even bother to ask if they may go out—they simply know they have a responsibility to complete their assignment before they leave the room. When the students are dismissed and most start leaving for break, you can often see one or two pupils still at their desk, now actively focused on their work!

See this post for related information on this topic.

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Posted In: F. Improving Academics, Guided Choices
posted On: July 24, 2008: 11:59 am: By Kerry Weisner
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