One day I decided to have a discussion with my grade one students about how they could use their understanding of the four levels to help themselves become better readers. We talked about the “Whole School Read” session in which we participate each morning. I asked the youngsters to describe hypothetical behaviors of students operating at each of the levels during this daily reading time.

Using their own words,they were able to clearly describe conduct at each level:

At the lowest level A, students wouldn’t be practicing reading at all. They would be deliberately misbehaving. At the next higher level B, the students explained that people wouldn’t be doing much reading either. At this level, students would be annoying or distracting others, perhaps by poking them or by making jokes. They would probably flip through the pages of a book but wouldn’t put in the effort to actually read. We reviewed that at Levels A and B, a teacher must step in and use authority.

Then we discussed the higher and acceptable levels of development, Levels C and D. Students operating on Level C would be reading––but more or less only when an adult (the teacher or a parent,) was directly watching or working with them. Their motivation for reading is based on an external factor––they willingly cooperate and do what is necessary in order to satisfy, impress or avoid the disapproval of adults in the room. Yet there is still that one higher stage of development, the level of personal power and autonomy, Level D.

At Level D, the students described that a person would be using reading time each morning to truly practice. It wouldn’t be necessary to have an adult directly with them at all times; they would read and re-read sections of their book because they know that by doing so they will become better readers. Their motivation would be internal. They would be reading in an effort to become the best reader that they could be.

Promoting Learning with the DWS Hierarchy

Having run through examples of all the levels, I asked, “Which of these students from our discussion will learn to read well?” They understood that it seemed unlikely that students operating at Levels A and B could ever learn to read very well. Their choices and actions were leading them in the opposite direction.We discussed that although students operating at acceptable Level C would learn to read, it was unlikely they would become proficient readers simply because they were reading only when directly supervised.  With only a so-so effort at practicing, they would get only so-so results.

Then we discussed Level D, the level at which people take the initiative to motivate themselves to put forth effort. They feel good about themselves because they are aware that improvement is a direct result of conscious choices that they have made and so they experience a sense of personal power.

After these discussions, I simply asked the students to silently identify their own developmental level in the reading session that had just passed. After giving them a moment to reflect, I asked them to honestly evaluate their own level and whether or not they were heading in a positive direction. Nothing more was said aloud, by either myself or the students, and we soon moved on to another lesson.

The Results

That night, without any suggestion or prompting on my part, the poorest reader in the class went home and read his reader over and over again. Prior to this, the kindly parents of this child had been sincerely concerned about his lack of reading progress and fairly supportive of the school, but obviously they hadn’t understood the value or importance of the school’s request for nightly reading sessions with their struggling youngster.

That evening they watched as their little boy independently read and re-read his reader. Both the parents and the child could see a dramatic improvement in his reading skills. They experienced the powerful impact that internal desire, coupled with just one night of true effort, could have on someone’s ability to read at a grade one level. He came back to school the next day bursting with pride and determination to practice more and more so that he could move on to a new, more difficult book.

The DWS approach prompted this youngster to learn a powerful lesson that is bound to influence his behavior in the future. He could clearly see the connection between his own choices and the results from them. I could never have bribed him into such a learning experience by offering a sticker or prize for having read a certain number of pages.

Some related postings:

How can I use this approach to motivate students academically?

Improving the quality of homework

Using the Principle of Reflection to improve spelling

What can be done so students know that the intrinsic is always most important?

How can I use this approach to motivate students academically?

How can I make the levels meaningful in Math?

How can I motivate my students to take care in their schoolwork?

I remember reading about a teacher using some trash to introduce the DWS Hierarchy.  Can you explain what this is?

RESPONSE:

The activity you’re thinking of is just one way in which the DWS Hierarchy of Social Development can be introduced to students.  My teaching partner, Darlene Collinson, came up with this idea after reading Dr. Marshall’s book.  She chose a very familiar situation (that of a piece of trash on the floor) to teach the main concepts connected to each of the four levels of the Hierarchy to our students.

Later, another teacher from my district thought to make the explanation more visual for young people.  She created the following four “trash posters.”  As in any introduction to the Hierarchy, teachers begin by explaining the lowest level first (Level A), and end with an explanation of the highest and most inspiring level (Level D).

Many people like this “trash scenario” because it provides a very simple and concrete way to present the four levels of personal/social development to K-6 students.

THE TRASH SCENARIO

Poster for Level A (Anarchy)

At this lowest level of behavior a student might pick up some trash off the floor––but then throw it at someone.  Naturally this level of operation is always unacceptable.  A person operating at Level A can expect that someone in charge will take over, to stop this unacceptable level of operation.

Poster for Level B (Bossing, Bullying, Bothering)

Moving up the ladder, a student operating on Level B also would not feel compelled to pick up the trash but instead might kick it around the room.  This level too is unacceptable and will be met with authority.

Poster for Level C (Cooperation/Conformity)

The first of two acceptable levels; this is the level of external motivation. At Level C, the trash would be picked up––at the request of the adult. The student is motivated externally to do the right thing. Notice the small heart drawn on the student’s chest.  At this level, we feel good inside; it feels good to cooperate with others and do the right thing.

Poster for Level D (Democracy)

The highest level is internal motivation.  Operating on this level, a student would take the initiative to pick up the trash and deposit it in the trash can without being asked––whether or not anyone was watching––simply because this was the right thing to do.  Notice the larger sized heart. When operating on the level of internal motivation, a person experiences a wonderful and satisfying inner feeling.  We naturally feel wonderful inside when we take the initiative to voluntarily do the right thing.  At any particular moment in life we can choose to operate on Level D.  In a successful democracy, people take the initiative to operate on this level by choosing to be responsible and do good.

Some important points to explain to students as part of this lesson:

(Please note that any explanation of the Hierarchy concepts would be conveyed to students using words they can understand.  The exact wording a teacher uses depends on the age of the children.)

• Level A and B behaviors are always unacceptable. The use of authority by the teacher is required at both of these levels. In other words, if you can’t manage your own behavior at an acceptable level, someone in charge will have to manage your behavior for you.

• Level C is certainly an acceptable level but not as high as Level D.  At this level the student takes no individual initiative and instead relies on the adult for motivation.  Level C action is motivated by external factors such as the desire to please, comply, impress or avoid punishment.

• Level D is defined by internal motivation. This is the highest level of social development, inherently and intensely satisfying.

• Levels C and D differ in motivation, not necessarily in their behaviors.  (In other words, the behavior at both Level C and D is exactly the same; the student picks up the trash. However the motivation for picking up the trash differs.  At Level C the student is motivated externally (by the adult) whereas at Level D, the student is motivated internally.

• Both Level C and D are acceptable.  Level C is expected; Level D is completely voluntary.  Paradoxical as it might seem, the power of this level comes from its voluntary nature.  We feel most proud of ourselves when we freely choose to do the right thing.

Other related postings:

The Butterfly Analogy (Another idea for introducing the DWS Hierarchy)

A “portable Hierarchy” is a good idea!

I need concrete examples of each level

Many more posts on “Teaching the Hierarchy”

More information on “Understanding the Hierarchy“

Initially it was almost all day long––continuous operation on Level B. She didn’t really interfere with the others’ learning too much but she certainly interfered with her own. In the beginning, we tried many things to get her feeling more cooperative. Sometimes it would work but many times it would not. Eventually, we just started making a mental note of all the times in a morning when she was not cooperative and would not comply with the reasonable and simple requests of the teacher. Then when it came to a break time––snack or lunch play time––we would quietly ask her to stay behind when all the other kids were dismissed. With a few reflective questions (in response to her questions about why she was still in the room by herself,) we would ask, “Why do you think you’re still here?”  When she would respond, “But I did do all my work,” or “I did hang up my coat and come to my desk,” we simply asked if she did these things in the same way as all the other kids or “Did you do all these things when you were asked to do them?” or “Did you do these things without a fuss?” Eventually she would agree that she hadn’t.

Then we would explain that the job of a teacher is to make sure that everyone can learn in the room. Part of learning well is doing the simple things that the teacher asks you to do when the teacher asks you to do it. Then we would explain that we really wanted her to learn well.  We would help her by practicing all the things in the morning in a way that was cooperative, so that she could learn to be cooperative. We explained that in any learning some people simply need more practice than others.

Then we would actually go through all the things we did that morning. If she had stood around in the cloakroom and refused to get her shoes changed, coat hung up, etc., we would ask her to dress herself again, as if she had just arrived at school, with backpack, jacket etc. Then we’d have her go outside and “line up” at the classroom door all by herself.  Then the teacher would open the door and welcome all the “boys and girls” to school. If it was my teaching day I’d tell her we were pretending that everyone in the class was there. Then I’d have her come in and I’d greet her just as I do all the students every morning. Then we’d head to the coatroom and practice being cooperative.

After she’d hung everything up, we’d go to the desk area and I would do a quick run through of every lesson that we’d had. I’d ask her (as if I was trying to remember myself,) “When we did the printing lesson today and I asked you to get out your chalk and make the letters, were you cooperative?” If she had been cooperative in that particular activity, I would say, “Oh, good, that’s one thing we don’t need to practice!” Then we’d move on to the next lesson. I’d say, ”When we did binder time, did you get your binder out at the same time as all the other kids?” Then she’d say “No,” and I’d say, “Oh, that’s something we’d better practice––Boys and girls, it’s binder time. Get out your binder and put your finger on number one.”  Then she’d get her binder out and we would count the days in school, count the calendar, do some more tallies, etc.

On we went––a quick recap of the entire morning!  I’d return to the front of the room and I’d say, “Okay boys and girls, now it’s time to come to the carpet for our work on the pocket chart.” By this time, she was starting to smile when I addressed her as if she was a whole group of kids! We actually have built quite a positive relationship in these times we spend together at lunch and recess because I’m bright and cheerful and she’s starting to see the humor in the situation of a teacher teaching one child as if there is a whole class present. She started to say things like, “I don’t know why I didn’t do this job this morning and then I could be outside now.” And I could agree and say that maybe tomorrow she could think of a better plan so that she could go outside and wouldn’t need anymore extra practice times. I’d say that I notice she’s getting smarter about this every single day!”

It’s been on and off like this for a few weeks now and every week it gets better. Mondays are the worst after a weekend away from school. She still comes in and stands around instead of doing her chores, but gradually she is starting to be more and more cooperative earlier in the day and for the following days. Our practice times are getting shorter and shorter and she’s getting happier and happier. When we first met her, she had a sour look on her face all the time and put most of her energy into thinking of negative behaviors. Now that she’s complying more and more, she’s more and more pleasant.

In our noon-hour practice sessions we often talk about this. We talk about how she’s becoming more grown up and becoming a better student because she’s focusing on doing what she’s asked to do in lesson time, instead of focusing on what will be something different than what everyone else is doing. As I said, these noonhour times with just the teacher and the student are actually helping us to build a solid working relationship, and so I’ve been very diligent in following through whenever she’s uncooperative. Once we even had to go over to the gym at recess and redo a bunch of fun relays. (Keep in mind she’s the only one running in the relays and I have a whistle and give all the directions just as I do for a whole class.) This persistence with discussions––that she will actually be happier when she learns to cooperate (comply) and that every day she’s getting smarter about doing her tasks right away––is really paying off!  For the most part she’s beginning to make choices that are leading her in a positive and copperative direction.  Through this experience I have truly learned what Dr. Marshall means when he explains that procedures can be used to handle discipline problems.

At the beginning of every school year (and whenever I introduce a brand new activity/center in my  classroom,) I take the time to proactively think through HOW I want the activity to run.  In my mind I try to visualize how the children will move through the activity from start to finish.  I troubleshoot for problems BEFORE THEY OCCUR.  By doing this, I ensure that my students will have greater success and that actual discipline (behavior) problems will be at a minimum.

I no longer assume that the children in my class will simply know what I expect of them.  These days I go very slowly to build these understandings.  Step-by-step, I explicitly teach my behavior expectations for every school situation.  (Click here for a specific example.)  Then I allow sufficient time for practice.  Day after day in the first weeks of school, I make a point to thoroughly and methodically explain the procedures (rather than the rules) I expect children to follow.   This leads to a very positive climate in the classroom, a smoother running program and more academic progress in the long run.

What follows is an extensive list of detailed procedures that I have been compiling over a number of years.  Whenever I run into a classroom problem that I didn’t foresee, I repair the situation with a new classroom procedure. (Click here for a specific example.)  Then I add that procedure to my master list so that the following year I will remember to teach it proactively.  Each year my classroom management improves as I reap the benefits of being organized and thorough in my planning.

Please understand that these procedures are written down only for my own planning and teaching purposes.  I don’t share them with parents or even substitute teachers (who simply wouldn’t have time to take them all in.)

Although each teacher’s procedures will be different, sometimes it is helpful to see an example from someone else.  (Further thoughts on creating procedures for your own classroom can be found here and on the right hand sidebar of this page.  Look for heading “Procedures in the Classroom.”)

Arrival at  School

• When you arrive, put your backpack in line at the hallway door.
• There are several choices at this time:

- Quietly sit with your things.
- Leave your belongings against the wall and go outside to play.  Return when the bell ring and line up with your things.
- Gently look at books in the hallway bin.  Return them gently when the bell rings.

Coat Area

• We enter the class through the hallway door, rather than the outside door.
• We walk at an “indoor speed” to the coatroom area.
• We leave space between people as we walk.
• Backpacks are hung by the handle on the bottom hook, facing forward, zipper stays open during the day.
• Jewelry and toys stay in backpacks.
• Lunches are taken out of backpacks.
• If your food is loose in your backpack, get a plastic bin from the end of the shelf.  Place all your food inside.
• Lunch bags and lunch bins are stored in upper cubby.
• Place bags/bins so that there will be room for other student lunches too.
• Store lunches/bins directly above your own name.
• At the end of the day, return lunch bins to the stack.  Dirty ones go to the sink.
• Jackets, sweaters, hoodies are placed on top hook, over the backpacks.
• Look for the best way to hang your clothes—by the hood, neck, or loop at neck.
• Shoes are stored in bottom cubby “train style,” rather than side by side (so there will be room for two people to store shoes in same cubby.)
• Outdoor shoes are stored in cubby in the same way, until we get them out at recess time.
• Sit away from cubby area while putting on shoes to allow others near hooks.
• Give any money for milk or soup orders to the teacher at this time.
• When all coatroom chores are complete, sit crisscross on the line (created by the edge of the entry carpet.)
• Turn your body toward the teacher’s chart stand (where we often have a quick lesson.)
• The teacher’s chart stand is just for the teacher’s use.  All the items in the cart and the felt pens on the front are just for the use of the teacher.
• “Sign in” by walking (at an “indoor speed”) to the small yellow table.  Find your name tag and place it in the pocket chart at the carpet area.  Once a name has been placed in the pocket chart, it stays there.  We leave other people’s nametags exactly where they have been placed.

Getting Student Attention

See these links for some ideas I personally use plus many other possibilities:

Attention Management Procedures

Non-verbal Cues for Procedures

A completely silent management signal

Snack and Lunch Eating

• Wash hands at one of two places, bathroom or class sink.
• Wet paper towel goes into the garbage cans, not the recycling can.
• Placemats are placed on the table by the teacher.  Placemats remain where they have been placed.
• Look for your name.
• Food items are placed on the placemat.
• Lunch bins and bags are placed off the placemat.
• To use good manners we sit facing others at our table (rather than turning outwards to visit with people behind.)
• We eat only our own food, rather than sharing with others.
• Put up your hand if you need help (to cut or open something) or water during snack time.
• Spoons are in a cup on the sink; help yourself.

Snack and Lunch Clean-Up

• We keep all items at our spot until we completely finish eating.
• Placemats go back in blue bin at the sink area.
• Juice boxes go in dark blue bucket.  Straws go in the light blue bucket.
• Crumbs go into garbage cans, located at either end of book display shelf.
• To deal with crumbs on placemat, carry placemat with two hands and shake into the garbage.
• Paper towels are on the sink area if you need to wipe something up.
• Rags are under the sink for bigger spills.
• Small dustpans and brooms are kept on the low gray filing cabinet to clean up crumbs under the table.
• Crumbs go into the garbage cans (There are two at either end of the shelf.)
• Plastic containers (from jello or pudding etc.) go into the light blue bucket for recycling.  The teacher washes them out later.
• School spoons or cups go in the sink to be washed by the teacher.
• Spoons from home can be washed, dried and returned to your lunch bag.
• Clean, dry paper or cardboard go into paper recycling box near the art easel.
• Choose a book for “Book Look” time and return to your seat.  Make sure the table is dry so as not to damage the book.
• Push your chair in where you were sitting when you leave.

End of the Day

• When we are dismissed, we check our mailbox for any notices or things to go home.
• We put our “mail” into backpacks.
• We change our shoes and store indoor shoes in our cubbies.
• When we’re ready, we go to the door and sit down in two lines; a bus line and a line for everyone else.
• The lines begin at the edge of the foam mat so we still have room to open the door.
• We stay inside the room, even if we see our parents or siblings outside the door.
• Bus students leave first.  They go with an Educational Assistant who comes to pick them up.
• The “Caboose” for the day turns out the lights and shuts the door as we leave.
• When we reach the front of the school, we line up against the wall until the teacher sees a family member for us.

Manners

• We keep kleenex on the shelf by the dollhouse.  Take one kleenex, fold in half and cover nose. Blow nose gently, clean face and throw kleenex into the trash can.
• We  turn our head away from others to cough.  We cough into a kleenex or  ”into our sleeves.”
• We look at a person when talking to them.
• Saying “Please”,  ” Thank you”, and “You’re welcome” are all important habits.
• If we need the teacher, (but the teacher is already talking to someone,) we place one hand on the teacher’s arm (if she’s standing) or on her shoulder (if she’s sitting.) The teacher will cover the child’s hand to acknowledge the child.  The child waits without talking until the teacher is able to give a turn. Sometimes we have to wait a few minutes for this to happen.

Chalkboard Lessons and Practice Times

• Pick up a chalkboard, brush and chalk from the horseshoe table.
• Have a seat on the foam mat carpet, facing chalkboard easel where teacher sits.  Sit criss-cross.
• We leave the foam mat pieces flat on the floor, hooked together.
• After practice time, erase the chalkboard and return materials to the bins.
• Allow other people enough space and time to put their boards away so no one feels pushed.
• Chalkboards go back in the bin so that they fit right inside and aren’t hanging out.

Table Work Times

• If name cards are on tables, sit at your spot.  We keep name tags where the teacher placed them.
• If there are no name cards on tables, choose your own spot.
• If there is no chair at your spot, just get one yourself from somewhere else in the room.  We keep the legs down as we walk.
• Pencils, crayons and pencil crayons are returned to their separate bins (green for crayons, yellow for scissors, black for glue, clear for pencils.)  Any erasers on the table go into the pencil bin.
• If we need a sharper pencil, we choose a new one from the bin on the table; we only sharpen pencils at Center Time.
• We pick up any cutting scraps etc. and put them in the recycling or garbage cans.
• Name place cards go in the red bucket on the shelf beside our work tables.
• Our work goes on top of our book box when it is finished for the day.
• If we’ve been using glue, we leave our books open to dry.
• When we finish our own work, we clean our own area and then bring a book back to our table to enjoy.
• As everyone finishes, we all pitch in to put away tool bins and clean the floor.  Dustpans and brooms are kept in coat area.

Books

• School library books are kept in the big wicker basket at the edge of the carpet.
• Public library books and our own classroom books are kept on the big bookshelf.
• There are other book buckets on the windowsill that may also be used at any reading time.
• We try to return each book to the same shelf or bucket from where we took it.
• We make sure that the table is dry before we place a book on it.  Drying rags for tables are under the sink.
• We turn the pages from the corners and take care to treat books gently.
• We may use the story retelling bags (with small puppets) at any book reading time.  The bags are also returned to the big bookshelf.
• After eating times, we may move our chairs away from our eating spot, to sit beside a friend and share a book.

Show and Tell

• We pick a name four days a week (Monday-Thursday) from our Show and Tell jar of popsicle sticks.
• When the Show and Tell bag comes back the following morning it is stored on the teacher’s chair at the carpet.
• We keep the bag closed so that the contents will be a surprise for everyone at Show and Tell time.
• We might have questions about the contents of the bag.  If we have a question to ask we begin with “I wonder…”  (This phrasing ensures that the student actually asks a question rather than taking the limelight by sharing stories of their own.)  If time permits, we may share a story of our own.
• After the Show and Tell is shared, the bag goes into the next person’s backpack immediately so it’s not forgotten at the end of the day.

More information and ideas for Show and Tell procedures here.

A literature lesson connected to Show and Tell procedures can be found here.

Going Out in the Hallway

• We get ready to go out in the hall by lining up at the door, using the edge of the foam mat as a guide.
• Just before leaving the room, we pull names to find out who will be “Line Leader” and “Caboose.”  These two people will keep these jobs for the rest of the day.
• All day long we allow the Line Leader/Caboose persons to slide into their positions without any fuss.
• We stay right behind the person in front of us––the same person the whole way.
• On the way we keep our hands to ourselves.
• We stay very quiet while walking or while waiting to enter another room.
• When we meet friends, siblings or cousins in the hall, we smile or wave rather than calling out a hello or giving hugs.
• We get drinks in our room (rather than at the fountains in the hallway as we are walking by.)
• When we use the school washrooms (rather than our classroom washroom,) three boys/girls enter at one time.  As a person exits, the next boy/girl enters.  As we exit, we rejoin the class line.

Library Times

• We visit the library on Wednesday mornings.  We take our old book with us to return.  We put returns on the front table.
• When we arrive at the library, Mr. D. seats us on the storytime carpet.  We go to the spot he indicates.
• We sit criss-cross for the story.
• When picking a book, we use a “browsing stick” to be able to return unwanted books correctly.
• When we have picked a new book, we find our old book and take both books to Mr. D.’s sign-out desk.
• We take our new book to the door, sit down in a line, and enjoy a quick look at our book until everyone is finished.
• We hold our books to our hearts as we walk back to the classroom.
• Library books go into our School Library basket in the class.

Calendar and/or Circle Times

• We sit on the carpet on a number space during Calendar Time.  We don’t sit on the red numbers that are too close to the front.
• We sit on a letter space if we’re making a circle.
• We sit criss-cross and try to leave a comfortable space between ourselves and others.
• People on the edges of the carpet keep it flat at all times.
• If we want to say something we raise a hand.
• We pull names from our “Lucky Duck” for the person who will have the next turn.
• When a person is having a turn, we allow them to answer questions or lead the calendar routine.
• Calendar time is the only time we rearrange or add things to the calendar bulletin board.  We don’t do this on our own at Center Times.
• The following chart guides us in knowing how best to learn at group lesson times on the carpet.

Gym Times

• When we arrive at the gym, we ask the Line Leader to enter first (and alone for a moment) to activate the automatic lights.  If the automatic lights don’t work, the Line Leader is the person to flick the switch on at the far end of the gym.
• We follow the Line Leader to sit at the corner lines of the gym ready to do our first activity.
• The Line Leader chooses the four actions (run, giant steps, airplane, gallop etc.) we will do around the four border lines of the gym floor.  Then we sit again to hear the directions for the next activity.
• Adults get equipment from the PE storage room; children wait on the green line outside the door.
• When a person receives their equipment, they are free to go out in the gym to use it right away.
• When the whistle blows, we sit, without talking, facing the teacher, to wait for the next direction.
• If we have equipment, we hold on to it while the teacher is talking.
• We get drinks after we return to the classroom (rather than leaving individually to visit the hallway fountain.)
• When it’s time to leave the gym, we line up at the gym door on the black line.
• When we get back to our classroom, we sit on the floor at the sink area quietly, while the teacher gets drinks for everyone.
• Even those who don’t want a drink, take a cup (in case they change their mind) and sit with us.
• As we finish our drinks, we put the cup in the sink and go to the next activity.  If we want a second drink, we fill the cup ourselves.

Computer Lab

This link contains many suggestions for developing computer lab procedures.

Recess and Lunch Playtimes

• We wear outdoor shoes when we go outside, leaving our indoor shoes in our cubbies.
• Kindergarten students may visit the sandbox, the playground, the swings and the paved areas.
• We stay within the playground fences.
• The main fields are for the older students.
• We listen for the whistle so we know when recess is over.  At lunch time we listen for the bell.
• We line up outside our classroom, against the window.  Look for the picture of the monkey in the window to be sure which room is ours.
• Our class cleans up the school sandtoys, putting them in the large bins and bringing the bins into the school at the end of lunch play time.
• We allow the Line Leader for the day to slide into the front spot.
• Before we enter, we stamp our feet outside and then slide them across the entry carpet to remove as much sand as possible.
• When our hands are really sandy, we ask the teacher to bring some water outside in a bucket to rinse them off.

Center Times

• We clean our things up when leaving one center to go to another.
• If others are still playing with the same set of toys, they will clean up when they leave.
• We walk from center to center.
• We play purposefully with toys, rather than just scatter them across the floor.
• We walk around things that are being used on the floor or carpet, rather than stepping on top of them.
• When the teacher sets the timer, it means we have 5 more minutes of Center Time.  We stay at the same center we’re at for the last 5 minutes.
• We clean up when the timer rings.
• When we finish cleaning our own area, we pitch in to help others.
• When everything is clean, we go to the carpet for a story.
• The big pillows from the block area can be moved to any spot in the room.

Tool Bench Center

• The box containing real wood and sanders are kept on top of the tool bench.  Use these items on the floor.
• Sanders are used on real wood but not “plastic wood.”
• When you finish sanding, sweep up any sawdust with a dustpan and broom.
• Replace the real wood and level it inside the box so that the lid will close.  Snap the lid closed.  Return to top of tool bench.
• Play safety glasses and tape measure are kept on the top of tool bench.
• The real and plastic bolts are kept in one drawer on the tool bench, while the “plastic wood” is kept in the other.
• The carpenter aprons are hung on the hooks.

Drama Center (currently set up as a home)

• Pull out the little table and chairs from the corner when using them.
• Dishes and utensils are kept inside the sink unit when not in use.
• Play food is kept in a bin in the fridge.  We keep it on the bottom shelf so that the door will close properly.
• The baby cradles are kept under the computer table.  We fold the blankets and place them in the cradle when finished, along with the baby pillow.
• The dresser is where we store:

1.     Jewelry (in blue container in top drawer.)
2.     Cell phones (in the purple box in the top drawer.)
3.     Purses and wallets (middle drawer)
4.     Tablecloths (folded in the bottom drawer)

• Drawers remain in the dresser.
• Babies are stored in the cradles.
• Stuffed animals are kept in large blue bin (stored on the toy shelf.)
• Doll clothes are stored in the small laundry basket.
• Clothespegs are stored in the black wire basket.
• The clothesline is stored on top of the small table.
• Dress up costumes are hung on the clothesrack.
• Hats are kept in the red bin.
• Dress up shoes are kept on the bottom shelf, lined up in pairs.

Little Desk Center

• Two people can use this desk at the same time.
• Paper is kept in the drawer.
• Notepads are kept in the orange bin on the top.
• Scissors and gluesticks are kept in the “groove” at the back of the desk.
• Felt pens are kept in the white bin.
• Pencil crayons are in the blue caddy on the right side shelf.
• Pencils and wax crayons are kept in the round bin built into the desk.
• Stickers and envelopes are kept on the left side shelf.

Little Cars and Trucks Center

• The car mat is stored (rolled so that edges are straight,) on top of the block shelf. It’s used near the hallway door.
• Even if the door is open, we keep little cars inside the classroom.
• The wooden car buildings (fire house, gas station etc.) are stored on the wooden shelf near the door with doorways facing out.  Wooden cars from this set are stored inside the buildings.
• Other little cars and trucks are stored in the wicker basket on the block shelf.
• The clear bin of little people and playmobil is stored on top of the wicker basket.

Playdough Center

• Any of the three classroom tables can be set up as a playdough center.
• Spread out the vinyl tablecloth and put the four clips on the ends of the tables to hold the tablecloth.  When not in use we keep the tablecloth, folded, in the red bin kept under the chalk easel. The four clips are kept loose on top of the tablecloth.
• Take plastic bins of tools and cookie cutters from the chalk easel to the table.  Lids are placed under the bins during center time.
• Playdough is kept in ice cream buckets.  Each bucket is a slightly different size, so matching correct lid to bucket is important at clean up time.  We put the lids on fully so that our playdough won’t dry out.
• At clean up time, we return all bits of playdough to the ice cream buckets.  We use a piece of playdough as a “magnet” to pick up little bits.

Dollhouse Center

• If you need to lift the dollhouse, hold it under the floor, not the roof.
• Three people can use the dollhouse at the same time if the table is pulled out.
• The dolls and furniture are delicate.  We play carefully with them.
• The staircases are stored inside the dollhouse.
• There are two baskets, a big one for dollhouse furniture and a small one for people.
• The baskets are stored under the table and the table is pushed back in.
• The clothes are glued to the dolls so we don’t try to take them off.  The hair is also glued to the heads.  We leave it as it is.
• We can bring other toys to the dollhouse but we keep the doll house toys at this center.

Games and Puzzles

• Games and puzzles can be carried to tables or carpet area for playing.
• Games and puzzles are returned to same shelf from which they came.
• Last shelf in the row is for teacher materials.
• All little pieces are kept together in the same container they came from and the lids are put on tightly so we don’t lose pieces.
• When we finish with a game or puzzle, we put it right away at that time.

Painting Easel

• We paint on paper only.
• Paper is kept below on easel shelf.
• Print your name on the paper before painting.
• We use clips to attach the paper.
• A pencil hangs on a string at either end of the easel for writing names.
• We paint at the easel only during Center Time.
• There’s room for two people (only) to paint at the same time.
• Smocks are kept on hooks on the back of the door.
• Only one brush is kept in each paint pot.
• Painters share colors between them.
• If a new paintbrush is needed, ask an adult to get them for you.
• Finished paintings go on the drying rack.

Individual Watercolor Paint Sets

• If you’d like watercolors during center time, please ask an adult to reach one for you.
• We use these sets at one of the large tables.
• Please get your own water (in a small plastic container kept under sink)and your own brush (from under the sink)
• If any water is spilled, please clean it up with a large rag (from under sink.)
• Print your name on the paper before painting.
• Put paintings on drying rack.
• To clean up, empty paint water and leave container in sink.
• Brushes are left in the sink too.
• Wet paint rags are put in the light blue plastic bucket at the sink area.
• Dry your table with a dry rag when you’re all cleaned up.

Large Sand Table

• Ask an adult to remove and replace the heavy wood lid.
• Four students fit nicely around this table; more is too crowded.
• We try to keep all our expensive sand inside the box.
• If sand is spilled accidentally, please get a small brush and broom to clean up.

Math Manipulatives

• The bins are labeled so we can put pieces back correctly.
• Bins may be used at center times as well as math times.
• We keep bins closed at other times.
• Math items may be used at tables or on the carpet but we don’t take them to play in the other centers.

Fine Motor Trays

• One person at a time uses each tray; others may watch, but the trays are for individual use.
• The person using the tray may keep it as long as they need to during a session.
• Trays are to be used while sitting at a table.
• We use the trays with great care because the pieces are delicate and break easily.
• Trays are returned to the same place on the shelf each time; match the tray with the photo on the shelf.
• Also use shelf photos to rearrange the items on the tray for the next person who will use them.

Blocks

• When building with any type of wooden block, we keep the structure lower than our heads.  Foam blocks can go higher.
• The lids for block bins are stored on the back shelf when we are playing with blocks (so that they don’t get broken from people stepping on them.)
• Blocks are returned to the shelves, bin or box in which they were found.
• We can mix different kinds of blocks, add in little people, animals, train track etc. but we return them all to their own spots/containers at clean-up time.
• We can take blocks away from the block area to any carpeted area in the room but bring them back at clean-up time.

Much like a hungry woodpecker at a bug-infested tree or Sheldon (from TV’s well-known “Big Bang” series,) repeatedly and insistently knocking on Penny’s door––Knock!  Knock! “Penny!”  Knock!  Knock! “Penny!”  Knock!  Knock! “Penny!”––these three little ones in my classroom were constantly coming to poke at my back or tug on my pant leg, all the while droning without pause:  ”Teacher, teacher, teacher, teacher!”

Even though many times it crossed my mind that I really needed to teach a procedure for “politely interrupting,” I kept forgetting––or putting it off in the moment in order to teach “something more important”––and so the badgering continued.  More often than I care to admit, I heard determined little voices at my side, intent on getting my attention no matter what!  ”Teacher, teacher, teacher!”

It’s embarrassing to say how long it took me to do something about the situation. Finally, last week, I created a 5 minute space in my day plan (Yup!  That’s all it took!) and wrote down:  Teach Sandi’s “Get the teacher’s attention” procedure.  (And then, so I’ll never have to endure this particular “behavior problem” again, I went to my master list of September procedures and officially added it to all the millions of others!)

As with most procedures, it’s pretty simple.  What makes it so effective is the actual teaching and practicing of it!

Here’s Sandi’s procedure:

Teach the kids that when they need your attention (but you appear busy,) they should simply place one hand on your arm (if you are standing,) or on your shoulder (if you are sitting.)  Then explain that when you feel the touch, you will cover their hand with your own hand, so that they will know you have noticed them.  After that, the child’s procedure is to wait without talking until the teacher is able to give them a turn.  It works like a charm!

I’ve noticed that this procedure has also helped my three become more independent.  If they get tired of waiting, they often just decide to leave before I have a chance to respond.   Obviously they have come to the conclusion that their question wasn’t all that important in the first place, or that some “pressing problems” can be solved without any help from the teacher at all. (Perfect!)

Thanks, Sandi!

Many other related postings can be found here.

I became aware of the problem when my teaching assistant told me that despite her admonishments, every single day Damian seems determined to make a huge mess of his sandwich.  She described that first, he pulls it all apart.  Then he takes each separate ingredient (bread, ham, cheese slice, lettuce) and drags it around his Kindergarten placemat creating big greasy smears.  Sometimes, my assistant said, she can get him to eat little bits of cheese or maybe ham, but that’s it; most often he just plays with his food.  When he gets tired of playing with it, he takes what is left and squeezes it tighter and tighter into a disgusting little ball, which he sneakily throws in the garbage when she’s not looking.

Especially bothered by the fact that whenever she speaks to him about it, Damian becomes extremely sullen and shoots her dirty looks, she said she’s given up trying to get him to eat.  She asked if I could speak to him about his behavior and make him put the remains of his sandwich back into his lunch kit––instead of the garbage––so Debbie, his new foster mom will know that he isn’t eating properly and is wasting good food.

So the next day at lunchtime I watched––and saw that what she said was true.  Damian did indeed systematically destroy a healthy and delicious looking sandwich, lovingly prepared for him by his foster mom.  What confused me though was the look on his face.  Despite the fact he didn’t see me watching and no one else was telling him to stop what he was doing, he didn’t seem to be playing.  He actually seemed to be trying to accomplish something, growing increasingly more angry as time went on.  Since it wasn’t apparent to me what he was doing, I decided just to ask him to tell me what was up.  But talking to Damian is no easy feat.  Sometimes he refuses to talk at all and sometimes he will try to speak but if the listener has trouble understanding he begins growling instead (literally!)

It took a bit of persistence, but gradually by asking quite a few questions and eventually deciphering his replies, I came to understand.  Damian really hates mustard!  In his own 5 year old way, he was doing the best he could to try and solve his problem; wiping his sandwich parts across his placemat in an effort to remove the hated yellow stuff so he could eat his lunch!  Because I wasn’t emotionally involved at all, it was fairly easy to figure out what was really happening and deal with it.  I explained that as a temporary solution we could use a knife to scrape the mustard off and then, after school we could really solve the problem.  He could let Debbie,  know that he didn’t like mustard.  He could ask her to just use the mayonnaise.

What looked like misbehavior wasn’t that at all!  And the sliver lining to this cloud is that this incident has really helped Damian move forward in other situations too.  Now when we see him getting angry, we are able to remind him how the lunch problem was solved.  Because the mustard experience ended successfully, he is far more willing to believe that talking can actually work for him––as long as he doesn’t give up and remains willing to keep the communication going.

Turns out that every night Debbie asks Damian if he wants mustard on his sandwich just like his older sister, Connie.   Up until recently he always answered yes.  Either he wanted to be just like his older sister––he adores her!––or he had no idea what “mustard” was!

By starting home phone calls so quickly, she generally has only positive comments to make––usually kids are on their best behavior on the first days of school!  This gets her off on the right foot with the parents of these kids.  Not only does she gain insight from the parent’s perspective regarding each child, this first phone call puts the parents in a positive frame of mind toward the teacher. Many parents have never received such a phone call or ever been asked how their child feels about coming to school. They immediately feel connected to a teacher who is showing interest in the parent’s viewpoint.  Often, the parents themselves will then bring up behavior concerns they have at home which easily opens the doorway for future productive communication about what is happening at school.

By keeping in close contact and phoning about only positive things very early in the year, she establishes strong relationships with these families.  The parents know that she likes their child. Then, when that inevitable problem comes, she’s already established that she’s interested in the welfare of the child.  Parents see her as an ally, not an enemy. She gets incredible support. She can be honest and frank but the parents know that she wants the very best for their child.

Another thing she began to do last year––and I followed suit because I saw it brought such great benefits in creating a positive relationship with parents––is phoning each time a child goes up a reading level after a leveled book test. Often we phone at noon and simply leave a message if the parent isn’t home:  ”Just phoning with some good news.  Johnny had a little reading test and went up a level today. Thanks for your help at home. It’s really paying off for Johnny!”

Now we routinely make these “reading phone calls” because:

1. Not only do we have purely positive news to share each time we phone (the child is moving forward in reading.)

2. But we also are able to help the parent become a better reading coach for their child. We pass on a little tip or two during the conversation that will help the parent support the child in some small way. For instance, we might remind them that following the reading of a book, they might ask their child to retell the story or answer a few comprehension questions. Or we might explain that we’ve pointed out to the child how to read with expression when a word is printed in italics or bold font. The kids become better readers when both parent and teacher focus on the same skills. Even parents who didn’t initially read with their children on a consistent basis began to do so after getting one or two of these phone calls!  The phone calls not only motivated the children to make progress in reading, it motivated the parents to make reading with their child a nightly habit!

These phone calls take time but I’m certainly convinced that they’re worth the effort. Like I said, when the parents then are faced with hearing about a behavior problem, they are more interested in working with us because they trust us from past experience. I don’t think I would ever consider writing or emailing home about problems.  Written words don’t always convey the teacher’s genuine concern for the child. We come across as more “human” on the phone!  In my experience phone calls get better results than writing.

Here’s the gist of his ideas regarding good intentions:

As adults we should actively look for times when a child is displaying or expressing good intentions––and then we should nurture those intentions.  Despite the fact that the young person may NOT be able to carry out their good intentions, and that the situation may actually turn out negatively in some sense, we can applaud their initial desire to do the right thing.  By pointing out that the intention was good, we can encourage the child to keep aiming in the right direction––the direction of following their conscience to do the right thing.

Of course this sounds like a sensible approach to working with people but it’s often the opposite of what we teachers actually do!

Often we discount good intentions if a child doesn’t follow through on them––and so lose the opportunity to influence and encourage a child to continue to AIM in the right direction.  Gordon points out that if a person isn’t AIMING in the right direction, he’ll never get to where he’s going.  So what could be more important than AIMING?  AIMING is a critical part of getting somewhere!

Regardless of how the immediate situation actually works out, it’s the AIMING that we should take care to nurture.  Over time, we will have an impact.  If we can convince a student to continue to AIM in the right direction, then one day––when they have developed the maturity that will enable them to follow through successfully on their good intentions––they’ll more often achieve the results we all hope for by actually DOING the right thing.  Gordon teaches that when a child displays good intentions, it’s our job to focus on those intentions and highlight the importance of them.

I found these ideas regarding good intentions to give me a lot of relief.  Before I understood these ideas, I always felt that as a good adult, it was my job to more or less berate a child who goofed up!  I hope you understand what I mean by this.  I felt that if a child said that they had really wanted to do something the right way, it was my job to point out that that didn’t count if the end result was that they had goofed up.

Since receiving the ideas I’ve shared above, I feel free to take on a much more positive approach to situations in which a child has goofed up.  That’s a great relief.  I can see that my job is not to berate or correct them in any way but to empathize with them and believe in them, thus encouraging them to try again.  I can reinforce my belief in them––that one day they will be able act appropriately in certain situations.  As Neufeld says,  I can keep encouraging them “to aim.”  I can put myself in the position of the coach who will cheer for them and help them as they move closer to their goals.  I don’t have to approve of their behavior but at the same time, I don’t have to dwell on their failures or try to teach them what to do better.  They already know what they need to do.  I simply have to encourage them to aim, thus nurturing their good intentions.

I can give you an example of how these understandings helped me with one student currently in our grade one class.  We have a little fellow this year who can only be described as a little monkey!  Surely, you know the type!  (Well, my principal actually calls him a little turkey but he means the same thing!!)  He’s quite a charming little fellow but he’s always pushing the limits and getting into trouble.

Early in the year, some older children taught him a few choice words which he used liberally out on the playground.  Of course, news of this kind of talk always spreads fast and he ended up in our principal’s office.  I took him over myself!  On the way over, we discussed inappropriate Level B behavior and he told me that he had not wanted to say these words in the first place, that he thought he was simply saying them in his head and didn’t realize that other people could hear him. He said he planned never to say these words again!

That was my opportunity to preserve the relationship and nurture his good intentions (as I had learned from Gordon) by saying that I believed him and that although he had goofed up and I couldn’t expose other children to the possibility of this particular kind of language at the moment, we could get past this event.  Then, rather than focusing on how he had goofed up and coming up with negative consequences, I simply felt free to encourage him to aim again.

I reinforced my belief in him by saying that I thought he certainly could live up to his good intentions by not letting those words come out of his mouth again.  I expressed that I was sure he could hold to that good intention.  Then I simply gave him a little hug and explained that whatever happened in the office, we could get past it and he’d be welcome back in the classroom to take another shot at talking appropriately with others.

Ever since becoming acquainted with DWS, I have felt that although students need to be aware of Level A and B, the key is really for the teacher to put the greatest energy and focus on Level C and D and the difference between these two acceptable levels.  This summer, the understandings I received from Gordon Neufeld really helped me understand why this is so. He gave me a way to respond to certain situations of misbehavior with positivity––another crucial part of Discipline without Stress.

For the month of June Darlene and I decided to work with our grade one class to create a musical circus performance for our school.  We knew it was a crazy time of year to do a major production but earlier in the year we’d promised the kids that we would make a circus in May.  When various school-wide plans interfered with that timing, we felt we had to keep our promise and do the circus show in June.

We gathered all the costumes and circus music we could find.  Kids signed up for at least two parts each.  We had a lion, a tiger and an elephant (and of course, their trainers!)  We had a troupe of four dogs and their master, Heidi!  We had two ticket sellers, a tightrope walker, six clowns, seven acrobats, five beautiful bareback (hobbyhorse!) riders etc. etc. You get the idea!  Along with all the other year-end duties in June such as report cards and classroom clean up, a Tea for Parent helpers etc., a circus added to our to-do list was a bit much.  Just organizing the costume and make-up changes was a nightmare alone!  We were tired!

One thing that took a lot of time was creating the props and decorations for the show. We invented a way to make plates twirl on a pole for the “Shanghai Plate Twirlers,” sewed a tutu and made a miniature flowered umbrella for Tina, the tightrope walker.  We turned a puppet theater into a ticket booth and decorated the gym by having the students paint life-size clowns and a “Welcome to the Circus” mural.  We found out that it’s a lot of work to run a circus when there are only two roustabouts!

Although we did have a lot of fun and our students were very excited about our upcoming circus, in the days leading up to the real shows, Darlene and I were no longer tired––we were exhausted.  Needless to say, we were just barely holding it together.  One of the major frustrations was that most of our homemade props were quite fragile.  After we’d re-glued and re-hammered the “twirling plates” on to the doweling many days in a row, the whole idea of plate twirling and circus-making was quickly losing its appeal for us!

One afternoon in the last week, we were having a final rehearsal in the gym.  The kids who weren’t actually performing at any one time were seated at different heights around the floor space.  We had a variety of stools, boxes, short stepladders etc. for them to sit on to make the backdrop of the circus more visually interesting.  On this day, one of our cutest, youngest and most playful “dogs” was seated on the highest two-level box.  Of course, he couldn’t manage to sit still and over he went, off the box, onto the floor, landing on the strongman’s most fragile (and most difficult to repair!) set of 1000 kg dumbbells––snapping the pretend weight off on one end!

Immediately, our little dog ran over to tell us what he had done and in looking in the direction in which he indicated, I immediately saw a problem that would result in yet another repair job.  In frustration, I let out an audible groan and sigh, which I instantly regretted as I saw his little dog eyes fill up with little dog tears!   With only the slightest of pauses––in which I could tell she was deliberately searching for something positive to say––Darlene pointed out,  “Well, thank you for doing the right thing.  You came right over to tell us when you broke something.”  Immediately, the tears were gone.  Relief and a happy look returned to his little dog face as off he went to climb back up on to his post to sit quietly for the next act.  All I could think of was how lucky I was to have a quick-witted partner who could jump in to to save the situation and make everything right again for this little fellow.

This is just a little story, but I think it highlights an important DWS skill––finding a positive response even though the situation might be negative.  As Dr. Marshall points out, “People do better when they feel good.”  In this particular incident, what good would have come from focusing on the fact that this little dog didn’t sit as still as was expected?  Of course, nothing productive could have come from it and we would have all felt worse, rather than better, at the end of it.  I know that in time, this dog will eventually develop the maturity that allows him to sit as still as all the other dogs, but it’s TIME––not negative discipline–-that will accomplish this.

For me, it was a good lesson in keeping my priorities straight too––people and their feelings are more important than things.

I’m new to DWS so bear with me.  I’m wondering if whole class incentives for staying on Level C or D is appropriate.  For instance, if the whole class can stay on Level C or D for a certain amount of time, then could there be some sort of reward like a movie, free time or Preferred Activity Time?  Does this completely fly in the face of DWS?  Are all incentives discouraged?

RESPONSE:

Here are several reasons why I choose not to offer incentives in my teaching:

1)  The basis of the DWS program is that it’s counterproductive to reward expected behaviors.

2)  Once an adult rewards Level D behavior, it’s quite possible that the child’s level of motivation will be affected in a negative way.  A student who is genuinely operating on a high level is doing so because of internal motivation.  By rewarding students, you might actually be distracting them from the real reasons that they are choosing to operate on a high level.  By giving incentives, you might actually be influencing some students to operate from a lower level––more from a desire to please you and/or receive additional rewards––rather than from a genuine desire to act on Level D.  To me this is going backwards.  I want to encourage kids to choose Level D more often.  I don’t want to distract them by offering rewards.

3)  People don’t tend to operate on just one level consistently.  Even in the space of a few minutes a person’s actions and motivations can move through several levels.  It’s pretty safe to say that almost no one on earth acts solely at Level D.  I wouldn’t ask students to generalize about their behavior over a long period of time such as a week, or even an hour.  I find it much more productive to have kids determine their own level, in their own head, in any given moment, with regard to a specific situation.  I want young people to understand that they have an opportunity––in each and every small situation––to make a choice with regard to their level of operation.  (The lovely thing is that if we look after the small moments of our lives with care, the bigger picture naturally improves without any extra effort!)

Personally I don’t use any incentives when teaching.  Treats however, are a different thing.  I do plan treats for my students (I frequently bake for my high school students as a treat.) and as one example, give my primary students a fancy little bag of Halloween trinkets and puzzle sheets at the end of October.  ”Free choice play time” for young students is an important part of our daily academic program in the area where I teach.  When it fits into an learning theme or we are near a holiday time, we might watch a fun movie.  But these are not rewards, they’re special treats.    The difference is this:  All students (regardless of their behavior) are included––and my motivation is not to get the kids to do something in order to get the treat.  My motivation is simply to offer a gift or do something that is both fun and valuable.

I think it’s difficult for many newcomers to this approach to visualize teaching and motivating people without rewards.  It does take a leap of faith to leave a “rewarding mindset” behind but I have personally found that with this system, I can motivate kids to WANT to be at Level C and D––simply because it feels rewarding inside to choose to operate on a high level.

Many more related postings can be found here.