QUESTION:

I teach small groups in a reading pull-out program. I have students for 30-45 minutes every day. Do you think I could implement the Discipline without Stress approach effectively in my small group setting?

RESPONSE:

It is certainly possible to use the DWS approach in a small-group teaching situation. DWS is an effective tool to motivate students to take control of both their own behavior and their learning.

In your position, working with small groups and focusing on reading remediation, you might be using DWS mainly as a tool to help students recognize the value of putting increased effort into their own learning –the suggestions that follow pertain to this type of thinking. Certainly though, if the need arises, you could also use it to deal with discipline issues.

Begin by teaching the Hierarchy. Adapt the descriptors for each level specifically to your academic situation. Whatever behaviors you think are important to promote (or discourage) can be included. Because your students have some learning challenges, adding some descriptors about perseverance and effort would be particularly valuable.  Here are some possible ideas for each level:


Level D - Motivation is INTERNAL

· shows initiative – practices without reminders

· doesn’t give up – keeps trying – rereads when necessary

· takes responsibility for taking books home to practice

· takes satisfaction in small improvements

· thinks while reading

· tries to relate what is read to other experiences or other books

· reads everywhere – signs, pamphlets, cereal boxes!

· reads books for pleasure and to improve skills

· shares good books with friends


Level C – Motivation is EXTERNAL

· complies with requests from adults to read

· reads as much as is required but little more

· stops reading if adult isn’t supervising

· reads to please others and receive praise

· waits to be reminded to take books home


Level B – unacceptable

· switches books every few minutes

· spends most of reading time focused on things other than reading

· grabs any old book to read, even if it is too hard or too easy

· bothers others at reading time


Level A – unacceptable

· spends little, if any time, actually engaged in reading

· gives in to discouragement very quickly

· prevents others from reading by causing disruptions


Be sure to discuss the direct results of operating at each of the levels. Help students understand the connection between the actions they choose and the outcomes that logically follow. In order to encourage students to becoming SELF-motivated, remind them that people always have a choice in how they think, act and respond.

At the beginning of each new session, set the stage for a successful lesson by quickly reviewing Levels C and D. By occasionally adding new descriptors to Level D, students will be given an ever-increasing number of higher level traits to which they can aspire. Children want to act on the highest level, even if they don’t always manage it. With the DWS Hierarchy, we can show them how!

One of the principles of DWS is to help the children reflect on their own behaviour.  At the end of each session, set up a very brief reflection time (30 seconds).  Ask them to evaluate their own performance during the session.  Don’t ask them to tell you their level – simply give them time for inner reflection, as this best promotes an honest self-evaluation.

Ask your students to set a goal (in their heads) for the rest of the day. Can they think of one small thing that they could do, that would move them forward in their reading as they go back to their other lessons?


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Posted In: F. Improving Academics, L. For Specialty Teachers
posted On: August 28, 2009: 11:38 pm: By Kerry Weisner
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