QUESTION:
I have recently attempted to implement DWS in my substitute teaching assignments and have experienced some degree of success. Since these subbing assignments provide so little time to implement and reap the benefits of this system, I would welcome any suggestions you might have for a substitute teacher.

RESPONSE:
Part I of the DWS Teaching Model, outlines that clear classroom management procedures are the first priority for effective teaching.

In your situation as a guest teacher, you will be acting proactively if you ask the students as you start your session with them, to explain the basic procedures used in their classroom. If they seem unclear as to a particular procedure which you think might be needed during the time you are there, establish your own.

For example, you might discuss/clarify procedures for such things as:

• asking or answering a question
• indicating a need to leave the room
• movement within the room
• use of classroom materials/supplies/computers etc.
• exiting the room at dismissal times

In addition to dealing with classroom management issues, you can challenge yourself in your guest teaching situations, to implement Part II of the DISCIPLINE Without STRESS Teaching Model, the three principles of the Raise Responsibility System–Positivity, Choice and Reflection. Incorporating these three principles into your teaching style, improves the chance that students will willingly choose to cooperate with you during the time you are teaching them.

POSITIVITY
Phrase all your communications in a positive way– you are more likely to gain student cooperation with positivity than with negativity.

For example, a student who has barely started his work asks, “Can I get a drink? Typically, we teachers might say, “Your assignment must be finished first.” or “Not until you’ve finished more questions.” or even just “No.”

Dr. Marshall suggests that the same message can be delivered in a positive way–a way that will promote a willingness on the part of the student to continue with the task.

Student asks: “Can I get a drink?”
Teacher replies: “Sure, as soon as you finish your work, you’re welcome to get a drink.”

CHOICE
Empower a child who is misbehaving, by offering a choice between several options.

For instance, a student may be tapping a pencil deliberately on his desk to annoy you or another pupil. Offer at least two choices in a non-threatening way, and in a pleasant tone of voice (to ensure that the student really feels he has a choice in the matter.)

You might say, “What you’re choosing to do right now is rather disruptive to us. Would you prefer to go somewhere else in the room to tap your pencil where it won’t distract anyone else–perhaps over by the sink or in the cloakroom?–or would you like to raise the level of your behavior to something higher and stay here with the group? (It is possible to discuss levels of behavior without even first teaching the actual hierarchy. Refer to a “low” or “high” level of behavior and the students will intuitively understand what you mean.)

REFLECTION
With a student who is misbehaving, use questions to prompt reflection. Train yourself to ASK, rather than tell. This is challenging because it is the opposite of what we teachers naturally tend to do, however, it will increase your effectiveness with challenging students.

As an example, imagine a child who is bothering his partner in a line-up situation.

Typically, teachers might say, “Jim, Fred is getting tired of this. If you don’t stop poking him, you’ll have to go to the end of the line”.

To promote reflection, you might instead respond with:

“Jim, How do you think Fred is feeling right now–after he’s been poked quite a few times?” PAUSE FOR REFLECTION (An answer aloud is not required–simply posing a question will prompt Jim to think TO HIMSELF.)

Then ask:
“How do you think he feels about standing next to someone who keeps poking him?”

or,
“Do you think Fred is enjoying being your partner right now?”

At this point, the key may be to walk a short distance away. Walking away emphasizes to the child that he needs to THINK. Thinking increases the likelihood that he will come to the conclusion that his actions are leading him to a result that he doesn’t really want and won’t like. Come back in a moment to see what is happening. Often the offending child voluntarily chooses to raise the level of his behavior as a result of being prompted to reflect on the logical outcomes of what he is doing.

“Reflection and Self-Evaluation, Parts I, II, III” are articles which discuss the skill of asking reflective questions.

http://www.marvinmarshall.com/articles/articles_learning.htm

When working with classes of older students (intermediate grades and up), it is certainly possible to introduce the Hierarchy of Social Development–even within an hour-long session. Although this might not be something you routinely choose to do, it could be very helpful when working with students who present you with discipline challenges. Simply lay the original plan aside and teach the students about the four levels of behavior as they relate to the current situation. Ask them to evaluate their own behavior based on these new learnings. Even a brief exposure to the Hierarchy of Social Development can be “eye-opening” for older students and is certainly a valuable use of class time.

Continued good luck in your teaching!

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Posted In: K. For Guest Teachers
posted On: April 8, 2007: 8:54 pm: By Kerry Weisner
Comments: 1 Comment