QUESTION:

Last week I discussed what each level looks like with my class. Now this week the kids are not very well behaved in the hallway.  I’ve prompted them by saying “Check your level.”  The two kids that have the most issues can pinpoint what level they’re at––and also what level they need to be at––but it’s not really helping.  Next time I think I am going to pull them aside and talk about what their plans will be to change this behavior. Am I approaching this correctly?

RESPONSE:

In any discipline situation, Dr. Marshall’s first suggestion is to return to the DWS Teaching Model and check that all the steps have been followed, starting with Part One.  In the beginning of the year, even more urgent than teaching the Hierarchy levels or questioning children on their behavior, is the teaching of specific procedures.   Rather than focus on the plans of the students at this early point in the year, focus instead on having them learn and practice your procedures.

Effective teachers set up procedures for every regular school or classroom activity.  One such set of procedures should cover “how to walk in the halls.”  Although many students might be able to do this without explicit instruction, most will require at least some teaching to get them to Level C.  Remember, it is the teacher who determines which procedures constitute Level C in his/her classroom.  Make sure you systematically share these understandings with your students so they can be successful.  As you’ve discovered, some children don’t automatically know what Level C looks like.

Examples of procedures for walking in the hallways might be:

  • We walk facing forward.
  • We don’t make any noise because others are working.
  • We wave to a passing friend instead of speaking.
  • We keep our hands to our sides as we walk.
  • We remain aware of others, leaving space between ourselves and the next person.
  • The last person in the line shuts off the light as we leave the classroom.

After you have taught the procedures you expect students to follow, it  is then their responsibility to follow them.  Keep in mind that research information from Madeline Hunter suggests that it takes at least 8 times of teaching, reviewing and practicing a particular procedure before the teacher should start to view problems as having to do with discipline.  Knowing this information allows a teacher to remain positive as they are establishing routines.

The thinking goes:  ”If a child isn’t following my procedures yet, it’s important for me to keep teaching.  This child must need more practice.”

Even after 8 teaching times though, Dr. Marshall would recommend that you still focus on procedures to help any non-compliant students learn to operate at an acceptable level.  You might invite these students for a few further (pleasant, but private) practice sessions––held at recess, lunch time or before school––for as many times as might be necessary for those students to learn to comply with your hallway expectations.

At that point, if there are still students who are not complying with classroom procedures at Level C, you might implement a discussion of behavior in connection with the levels of the Hierarchy, and follow through with reflective questions and guided choices if necessary.

Related posting:

Difficulties on the first day of school

Print This Post Print This Post
For More Information on Disciplineand Learning Click Here
Posted In: Procedures in the Classroom
posted On: August 12, 2010: 10:38 am: By Kerry Weisner
Comments: No Comments