QUESTION:

I’m a middle school art teacher. I’ve just read Dr. Marshall’s DWS book.  I want to use it in my teaching but I’m having trouble understanding expectations vs. rules. The two sound the same to me just that they have different labels. I’m not sure if I need to convert what I have used in the past or if my list of expectations is okay as is:

1. Respect people and artwork

2. Follow all directions – Be Safe.

3. Be Cooperative – Not Disruptive.

4. Use appropriate voices.

5. Be Responsible.

In other years, I usually went over these rules and had the kids discuss what they meant. Then I jotted down a few notes under each one.

For example:

Respect people and artwork.

· Don’t touch other people.

· If it’s not yours don’t touch it.

· Use kind words or don’t say anything.

· No teasing, no put downs

I feel like I don’t really need these specifics with the DWStress program––yet, if I’m not specific, I feel like there will be miscommunication issues. Please help!

RESPONSE:

My teaching partner, Darlene, and I used to post classroom expectations on the wall, but we haven’t done so for several years now because we found the situation to be as you described. With DWS, we couldn’t really see any need for posted expectations. Not to say that posting some general expectations on the wall is wrong––it’s just that we decided that we no longer felt it was necessary.

As Dr. Marshall suggests on Page 119 of  his book, we found that many of the things that we used to post as rules or expectations, are more beneficially expressed as a series of specific procedures.

You mentioned the need for specific communication so that your students will know what you expect from them. You’re right! Communication is absolutely essential and allows the teacher to proactively take care of classroom management. When classroom management issues are handled proactively, there’s always less of a need for what we might have thought of in the past as “discipline”—in other words, dealing reactively with students who didn’t understand our expectations and as a result, started to misbehave.

Darlene and I like to think carefully about what we want our classroom procedures to be, teach them well and repeatedly (at least eight times is necessary according to expert, Harry Wong), and then expect our students to follow them. These days, this is the method by which we choose to communicate our “Classroom Expectations.”

Your list of expectations includes “Be Responsible.” Although being responsible is an important trait to encourage in young people, the two words, “Be Responsible,” on their own, may not provide enough specific information to the majority of your students to allow them to live up to your expectations regarding responsibility during art class.

Adults often assume that young people should just know what we mean when we tell them to “be responsible,” but in my experience there are many students who really don’t know what “being responsible” looks like in specific situations. With only a fuzzy image of responsibility in their minds, a number of students will often start to look as if they are deliberately misbehaving, when in fact it’s more a case that they genuinely don’t know what responsible things the adult is expecting them to do.

As teachers, we have a much better chance of getting all students to operate on Level C if we let them know precisely what Level C behavior looks like in a particular situation. By teaching them very specific procedures, we are indeed teaching them what they need to do to operate on an acceptable level in this discipline program. By communicating our expectations very clearly, every student then has an equal opportunity to be successful–even those who initially come to us without much of an idea of what “being responsible” means.

For example, here are the types of specific procedures that might help your students understand your expectations regarding responsible behavior during art class:

  • Art paper is kept on shelves, separated by colors. When returning an unused sheet of paper, it should be returned to the correct color shelf so that the paper remains flat, not crumpled.
  • Scraps of paper that are very small should be put in the recycling bin. (Hold up a scrap to show exactly what you mean by “small.”)
  • Larger scraps of paper that can be used in another project, should go into the cardboard magazine holders on the back shelf, according to color. (Again, show the size of a “large scrap.”)
  • Large scraps of shiny paper should be returned to the box on the bottom of the trolley.
  • Small scraps of shiny paper should be put into the garbage can–this type of paper is not recyclable.
  • Scissors may be borrowed from the teacher’s scissor holder, which is kept on the back table, and should be returned, blades down, to the holder at the end of class.
  • When moving in the classroom, use a speed that is safe and not disruptive to anyone.
  • Use your own glue stick for paper. Liquid glue or electric glue gun isn’t necessary for paper.

To follow along with the Principle of Positivity in this discipline program, it makes sense to word procedures in the positive. Instead of painting a negative picture by saying, “Don’t leave dirty paintbrushes in the sink,” you might teach:  “Put dirty paintbrushes in this red tray which we keep to the left of the sink.” or “Wash your own paintbrush, being careful to wipe away from the handle, so as not to damage the bristles. Return the brush to one of the jugs on the sink, organized by brush size, and put the paper towel in the garbage.”

With certain procedures, it might also be valuable to spend a bit of time discussing why it’s important to have everyone follow them. For instance, it would help the custodian if everyone remembered to put down paper on the table before starting to paint. Many students wouldn’t automatically be mature enough to think from the perspective of the custodian without a discussion initiated by the teacher.

As you can imagine, teaching procedures to convey classroom expectations, takes a lot longer than going over a short list of two or three general phrases on the first day of term, but in the long run, it’s a more effective and less stressful way of teaching. As Darlene and I get more and more used to the DWS teaching mindset, we understand that the time allotted to the careful and repetitive teaching of procedures in September, is well worth it and eventually pays off in more time that can be devoted to learning throughout the rest of the year.

We no longer feel anxious that we aren’t getting to the content as quickly as we might have done in the past. Besides, not all procedures need to be taught immediately—it’s an ongoing process. If you start the year with drawing activities, then “painting procedures” can wait. It wouldn’t be a wise teaching strategy to spend an entire class discussing procedures without ever getting to any activity at all.

You also mentioned the need to convey the understanding that students need to be respectful of each other. To my way of thinking, this can’t really be thought of as a procedure, so with this type of expectation, I would simply rely on a discussion to convey the understanding that I expect everyone to be treated with good manners. Genuine respect is a choice, whereas good manners are a set of procedures that can be taught, learned and followed by all.  I would use the wording that I expect them “to be respectful,” but I would ensure a safe environment for all by proactively teaching procedures for good manners.

Keeping the Principle of Reflection in mind, I would ask the students for their thoughts and suggestions about how we might create a safe environment–one in which all students feel that they have the freedom to express themselves creatively without fear of ridicule. It would probably have the most impact if the discussion focused on feelings. In other words, asking questions that evoke a personal response such as “How would you feel if someone teased you about your artwork or carelessly moved your work and damaged it?” etc. might be most effective.

Hope this helps clear up some of the confusion you were feeling. I had exactly same question when I first began using this discipline approach.

 

 

 

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Posted In: H. For Specialty Teachers, J. For Middle Schools, Procedures in the Classroom
posted On: July 3, 2008: 11:09 am: By Kerry Weisner
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