I’m looking for some different things to try to control the student voice level during centers. I really don’t believe that whispering is a natural thing for anyone, adults included. That said, in order for me to work with small groups I need them to be quieter than their regular talking voice level. I have tried playing music and telling them that they have to be quieter than the music but that hasn’t really helped them regulate.  I want them working together during centers, but I need some suggestions as to help them work quiet-er.

RESPONSE:

I always check Marvin Marshall’s blog each morning. This morning he had a posting on the topic of “Noise Levels.”

I’ve used his suggestion in my own class during our free centers time. The key sentence is the final one in the posting––the one about expectations.

In Marshall’s DWS approach, you would first teach the kids about the various noise levels that he’s mentioned, 1-5. Adjust the definitions to suit your own expectations and situation.  Then practice with the children so that they can simulate each level. (You’d probably have to be in the gym to practice Noise Level 5 and warn your principal to expect some sudden screams!) Then when you felt they understood your expectations for center time and the variations between the levels (and could reproduce them during practice sessions,) you would be ready.

Marshall would suggest that you hold a discussion prior to the start of center time. This approach is all about being positive and proactive.  You would ask the class to tell you what noise level is appropriate during center time (and why.)

Then you would ask:  ”What should happen if we can’t keep our voices to this level and it starts getting too noisy in the classroom?” In my experience, one kid at least, always suggests that if the class gets out of hand, free centers should be over and everyone should return to desks to do a quieter (more controlled,) activity. At that point, Marshall suggests the teacher reply: “Yes, I can live with that.”

Invariably, for several days, the class will begin well but eventually return to their old habits (As they say, old habits die hard!) When the volume begins to rise past acceptable, the teacher simply has to get student attention and ask, sadly, a series of questions:

• “What noise level did we just have in here?”
• “What level did we say was acceptable at center time?”
• “Before we started centers, what did we say should happen if we couldn’t manage our own voices at an acceptable level?
• “What should happen now?”

And some child will always answer for everyone…. “We should go back to our desks.”

“Yes,” you sadly agree.  Like I said, over time, this approach helps children learn to regulate their own behavior; I’ve seen it happen in countless situations.

It doesn’t happen by magic though. Often people teach only the initial levels but neglect to put enough energy and focus into following through. You have to teach your expectations well initially and be consistent, but even young students can learn to take responsibility for their behavior. At some point you’ll start to notice that the more mature ones become your allies––they will encourage the rowdier ones to come into line because they can see what’s coming. Another key factor is not to give up. Have the same discussion for a number of days in a row and you will start to see improvement. Always start with positive expectations that you know they can learn to do this; you know they are capable.

Another suggestion from Marshall would be to challenge the class on each successive day to “beat” their own record. In other words, on the first day write on the board the number of minutes that they managed their own behavior at center time. The next day, refer to that number and challenge them to better it. Kids are extremely motivated by challenges. Explain that you have planned for __ minutes of center time. Then challenge them with a question, “How many minutes of fun learning time can we manage today?”

Keep in mind, one other thing. If you begin this process in September the results are much faster than midway through the year. Madeline Hunter’s brain research shows that to learn something initially requires 8 practice times. To change a routine and learn a new one requires 28 practice sessions; 20 times to unlearn the previous habit and 8 more times to learn the new habit. It’s not impossible to change habits part way through the year, it just requires more student practice and teacher perseverance.

As a grade 7-12 substitute teacher,  I was thinking of “travelling” with the ABCD poster and briefly explaining it, but I wondered if that would be too disruptive to kids if I’m only with them for a day or two.  I’m finding that getting good behavior as a sub is far more difficult than when I did student teaching.  I’m looking for some type of philosophy or system to proactively manage the classrooms I “visit” and also deal with issues that arise. For some students, they see a sub and think “anarchy!”

DR. MARSHALL’S RESPONSE:

As soon as you enter the classroom and have the students’ attention, say, “I am looking forward to being a guest in your classroom, and I am sure you will treat me as you would a guest in your own home.”

(You have just raised their expectations.)

Then show the poster of the levels located here.

Explain the levels to the students and then announce:

“We do not have anarchy in schools.

I am confident that you will all be on Level C or Level D today.

However, for those who are not capable of showing respect to a guest and have poor impulse control by choosing to act on Level B, then I feel obligated to leave a note with your regular teacher indicating how you treated me.

Now, let’s have good day!”

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?

This week I tried using Sherry’s idea in my grade one classroom.  Here’s one example:

Two boys sat down on the carpet near each other as we were getting ready to read a story. The boys weren’t right beside one another; there was a space between them.  I noticed out of the corner of my eye that a third boy was coming nearer, with a plan to sit in the space.  As the third boy got closer, the first two quickly moved together, obviously shunning the new boy.

After asking them to identify their level of operation in this instance and having them explain why they saw themselves at that level, I did as Sherry suggested and offered them a chance “to raise their behavior to a higher level.”  I said we could try the whole scene once again, but this time we would try it at Level C.

I asked the third boy to move away again and the first two boys to sit as they had been originally.  I asked them to think about what they could do this time that would put them at a higher level.  I gave them a moment to think and then asked if they were ready.  When they said, “Yes,” I directed the third boy to approach them again.

This time the two boys moved over a bit to ensure that the third boy had ample room to sit down.  Then one of them said, “Come on, Dylan, sit here with us.”

We talked for a minute, comparing how it feels inside to push someone away, with the feelings that result when we generously welcome someone.   I gave Dylan a chance to say how he had felt, in both the first and second scenario––once when he was shunned and once when he was welcomed.

Another thing we could have discussed would have been the difference between Levels C and D.  Level D actions would have looked the same, the two boys welcoming the third––but the motivation and initiative would have come from the two boys involved––rather than from me, the teacher.

Then I reminded them that the level of someone’s operation is a choice.  People can choose to act on any one of the four levels.  I left them with the idea that another time when they saw someone approaching them, they could consciously choose the level from which they wished to respond.

At the end of this experience we were all left with a positive feeling––the third boy was properly welcomed and the first two boys were given an opportunity to see how their impulsive actions had affected someone else. They were given a chance to reflect on which feels better––operation at Level B or Levels C/D?  Instead of leaving the two boys to feel badly about what they had done––and they did feel badly, because they’re usually two of the nicest boys in my class!––they were left with the uplifting feeling that they really did know how to operate on a higher level.  I think it gave them an opportunity to think about what kind of a person they want to be in the future.

Dr. Marshall encourages adults “to view misbehavior as an opportunity to learn.”  Sherry’s use of role-play sends exactly the same message to students:

Acting in an unacceptable way is not something that adults will allow in the classroom, but at the same time we won’t hold what you’ve done against you.  Instead of getting angry, we will provide you with an opportunity to learn that it actually feels better inside to behave in an acceptable way than it does to misbehave.  We have faith in your ability to learn to make good choices.

My school has spent a great deal of money training us on L&L.  Buy DWS.  It includes Jim Fay’s philosophy and is much easier to use since it is a “system” and can be used “publicly” without any demeaning of the student.

When I need to remind students about talking I say (over my microphone) gently, playfully, “Do you need authority?”  They always say, “No.”  I then say lovingly, “Why not?”  They always say, “Because I’m going to stop.”

I have found it tremendously useful to incorporate social time into my lessons by having kids discuss with each other briefly before responding individually for the whole class.

The questioning becomes second nature over just a couple of months and after you build the relationship with your class you will need to use the questions less and less.

I used L & L somewhat successfully for a year and then discovered DWS; it changed my life.

I teach a 10th grade remedial math class.  My problem is this:  Very few of the students are doing their home and class assignments.  I am trying to get them to realize how it’s affecting their grade, however I noticed that whenever I give them a progress report they seem to feel that I am giving them their grade.  I want them to realize that they are earning their grade.  This week I plan to teach them how to calculate their current grade based on a list of assignments and their own marks so far.  I  will ask them to write comments about their progress––what they learned and didn’t learn.  I’ll also ask them to make a plan for the next two weeks. What do I need to be prepared for?

DR. MARSHALL’S RESPONSE:

Use the 3 x 5 inch technique explained here. As you planned, have each student complete the task of calculating their assignment marks to arrive at an overall grade.  Have them write their grade on the card.

The problem will be if someone puts down an academic grade of B, for example, when they actually earned an academic grade of D.  Have them review their calculations again while you watch and then ask them to justify the grade they have written on the card.  Remember that during these short individual sessions, you ask the questions. The student should justify his/her response, rather than you.

Occasionally I feel the need to give one of my Kindergarten students a reflection sheet but at this age they can’t write.  Then what?

A related posting:

I’m looking for a primary reflection form.

I want to recognize my Level C and D students more but it seems that the B ones are getting all the attention; I keep having to asking them reflective questions!  For example, if they are all squirmy and loud in the hall I have been asking them, “Do you think your behavior is “up here?” (D/C),  or “down here?” (B/A).   Most kids will be honest and say they are “down here.” Then I might say, “What should we do if this problems continues?”  and the child tells me a consequence for their “down here” behavior.  This is  part of the philosophy––right?––eliciting consequences from the students? My fear is that my Level C and D students will begin to regress because of all the extra attention my Level A and B students receive!  What do you think?

RESPONSE:

In a situation like the one you mention, switch your focus to the positive.  Instead of giving your attention to the ones who are not doing as you ask, focus on what the students with acceptable behavior are doing.  Those who are already at that C/D level, will receive information and affirmation that encourages them to continue.  Those who are at the lower level will be challenged to move up.  By switching your focus to the acceptable, you will also give the students on the lower level, the information they need to know what acceptable behavior looks like.

Most times you’ll never have to mention the poor behavior at all.  Simply focus on what you notice about those students who are providing a good model.  Even if it’s only one child doing the correct thing, describe that child’s behavior without mentioning a name.

You can say something like this:

“Boys and girls,  we’ve talked many times about what is expected as we walk in the hallways.  Think for a moment, in your own head.  Are you, right this minute, doing as expected?  I want to thank you if you are.  I see people who are doing exactly what we have talked about.  It makes it so pleasant for me as a teacher when I have people who can manage themselves in an acceptable way.

I see that there are  a number of people standing with their arms down to their sides, they are quiet, they ________, ________, _________.  What level is this?  Yes, it’s C.  Level C people set a fine example for everyone.  If you’re not sure what to do, look around for someone who seems to be capable in this way.  You can become more capable too.

Some people in our class might even be at a higher level right now.  What level is higher than C?  Yes, Level D.  What is the difference between Level C and D in this situation?  Yes!  Those on Level D don’t even need a teacher with them.  They are choosing to be in charge of themselves.  It’s a joy to have such mature people in my classroom.  You’ll know that you’re on Level D, if inside yourself,  you feel very proud.  At Level D a person knows that they can act mature even if the teacher isn’t standing right with them.

When you mention these sorts of things to the group, more and more kids become interested in living up to positive expectations.  Why?  Because deep down they would prefer to think of themselves as mature and capable too.  You haven’t called down low behavior––haven’t given it any attention or even mentioned it. You’ve more or less ignored it because it’s simply not something you want to waste time discussing.  Instead you have put your energy into helping them think about how they might act more mature themselves.  Everyone wants to feel proud inside and you’ve just told them how they can achieve that feeling.

Reflective questions can prompt a person to think about any one of the levels, so try switching your focus.  Ask about the higher levels and you’ll start to see how the DWS Hierarchy can inspire young people!

DR. MARSHALL’S RESPONSE:
A class meeting is a good start for the students.

But the problem is also an instructional one––there are some things that the teacher should not do and can do.

First, some things not to do:

DO NOT COLLECT anything within the first five minutes––this includes homework, lunch money, permission slips, etc.

DO NOT HAND ANYTHING OUT within the first five minutes.

DO NOT TAKE ATTENDANCE within the first five minutes.

DO NOT START A LESSON WITH THESE WORDS, “Take out your books.”

Today’s students live with remote controls in their heads. These controls have three switches: participate, apathy, and disrupt. Any of the above “dont’s” are more likely to prompt the second or third options.

Instead strategically plan for instruction:

Find one thing in your planned lesson that energizes or excites you. Then ask yourself what you can do to catch the students’ interest. The more unique the better! For example, assume you are teaching science and the lesson has to do with weather. Bring an egg and a bucket to class. Stand on a chair with an egg in your hand. Drop the egg. Ask the class why the egg fell. Obviously, the more outlandish or foolish your action, the more attention you will get and the less the students will want to miss your opening.

In this example, students will answer, “gravity.” Ask why didn’t the egg did not fall sideways. Legitimatize all answers, i.e., accept them all; don’t make fun of any.

If a student answers that the egg is heavy, then ask why a feather falls, and then the key question, “Why don’t clouds fall?”

The purpose of exercises like these is to create “killer questions”––those that prompt curiosity––not to pass a test or for some other external reason but one that students want to know for themselves.

I used to start my social studies classes showing a cartoon using an overhead projector. In English classes, have students do a “show and tell” the first few minutes. Then have students write on what they have seen or can learn from it.

Creating teaching ideas is what makes preparing for teaching so much fun.

The point:  Start every lesson with something that creates curiosity. Then watch how your students get to your class on time.

More is in the book under, “Sponge Activities.” In addition, “REDUCING TARDIES” has its own section with additional suggestions, starting on page 207.

——
P.S. Clouds do fall.  It’s called precipitation.

I teach a class of remediation seniors who have not passed the high school exit exam. They are very difficult to control. Nothing fazes them. There are two or three who simply do not take no for an answer. They ask to go to the bathroom, get a drink, make a phone call. I say “No.”  They ask again in 3 minutes.

DR. MARSHALL’S RESPONSE:

Teach the Hierarchy. Discuss the level that students are on when they attempt to evade their responsibility of learning. (Level B because they are making their own standards of what school should be about.)

Share the examples you have described in your question above.  Ask the class to develop some procedures where it can be a win-win situation. Explain you don’t want to say no, but you know that the trips out of the room are attempts to remain victims of impulses.  They are simply excuses to waste time, rather than learn.

Spend a few minutes daily with each of these students at their desk level––not over them. Tutor them. Build a relationship with each one.

Have a class discussion regarding how collaboration is an excellent way to learn.  Explain why  peer mentoring is so effective for both the mentor and the mentee. Try to match these students up with another student who would be willing to work with them.

If all else fails, you can always use contingencies, e.g., “Sure you can go, when your assignment is completed and you explain it to me.”

Note: A full explanation of “contingencies” can be found in Dr. Marshall’s book, starting on page 3.