QUESTION:
We use DWS at our school–a high-poverty, high-needs school, with many angry, disruptive, disrespectful students. As the social worker, I really like the philosophy that DWS espouses, but I do notice one problem.

Students often see the “essay” as a punishment. It can become a power-struggle with some teachers. Do you have any suggestions for when the “essay” becomes punitive in the students’ eyes or clearly just doesn’t engage them in self-reflective thinking (same thing written day after day, with no behavioral change). I would love some feedback.

RESPONSE:
When a student perceives that a teacher is using a DWS essay as a punishment (even if it’s been called a reflective essay and even if the teacher did not intend to punish the student,) then the essay will produce the same results as a punishment. A student who perceives the essay has been given, more or less in the spirit of a punishment, will feel punished. Such a perception does not engender cooperation or inspire a desire to change.

Dr. Marshall’s intention was never that people should use the essay as a form of punishment, and obviously, teachers attracted to this non-punitive approach are not interested in punishing students, but because most teachers are completely new to the philosophy of motivating through internal motivation, many find it challenging to develop a new mindset. It’s easy to slip back into old habits.

Many people initially over-rely on the essay because it feels familiar to them. Of course, what’s FAMILIAR is that it can easily be given out–very much like one of those old-fashioned assignments handed out in detention rooms.

For many teachers new to the DWS, the reflective essay appears to be a fast and easy way to deal with a problem. Unfortunately, “fast and easy” solutions are often ineffective in the long term. For example, rewarding students to pick up garbage will have instant results–spotless school grounds–but typically, what happens after a while? When the rewards stop, so does the “responsible” behavior.

The only way a person can hope to influence another to change is by first creating a good relationship with them. With a strong personal connection, the teacher’s influence will be greater. There’s nothing fast or easy about the DWS approach with students who are exceptionally challenging, however, the good news is that at the end of it all, any progress made is likely to be permanent.

For my teaching partner and I, the solution is to have private conversations with those children who have serious issues. We use the questions outlined on the reflective essay forms in Dr. Marshall’s book, to help guide the conversation but we don’t ask the students to complete the form. It does take time and patience but it seems to us the best way to help the most challenging students move forward.

To support you in your work of connecting positively with the difficult students at your school and to lay the foundation for successful implementation of DWS, you might be interested in investigating the work of developmental pyschologist, Dr. Gordon Neufeld.

In particular, I highly recommend his inexpensive audio download titled, “Counterwill in Children,” available by scrolling down at this link: http://www.gordonneufeld.com/av.php


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Posted In: Checking for Understanding
posted On: August 10, 2008: 10:43 am: By Kerry Weisner
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