Recently, the following post was shared on the Kinderkorner mailring by Marybeth Quig-Hartman, who generously allowed me to reprint her ideas here. Note the amount of “teacher thinking” that Marybeth puts into developing her routines and the amount of class time she devotes to the teaching of procedures in the beginning of the school year. Such diligence pays off! Not only does Marybeth ensure that every child in the class has the opportunity to be successful in learning how to work independently with the various art materials and tools available in the classroom, but by being proactive, she avoids many unnecessary problems for herself, as teacher. Marybeth explains: “I find that many “problems” with kids are actually the result of
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If we think that life is growth and that we should strive to grow—not only intellectually but emotionally as well—we accept comments by others (oftentimes called criticism) as being in our own best interest. Accepting such comments with a positive spirit depends on two criteria: (1) we trust the person and understand that what the person is sharing with us is in our own best interests and (2) the comments are specific to the situation. Certain terms are avoided, such as ALWAYS, as in, “You always….” or you NEVER, as in, “You never….” Think of a physician giving you a diagnosis. You don’t react negatively. You accept it because you have faith that what the physician is sharing with you
READ MORE >>> →QUESTION: I understand what a Level B student is but sometimes I hear teachers asking, “Do you want me to become a Level B teacher?” Can you explain what this is all about? RESPONSE: One important understanding students receive when the teacher introduces the Discipline without Stress Hierarchy in the beginning of the year is that people can in effect, choose the type of relationship they wish to have with other people, including the authority figures in their life. Good relationships are created by operating on Level C. For those who choose to operate on Level D–the highest level–relationships will be even better and more satisfying. Students are also introduced to the understanding that frequent operation on Level B (and certainly
READ MORE >>> →QUESTION: I once had a grade 8 student who said, “It doesn’t matter what level I say I’m on, you’re always going to find a way to tell me that I’m on an unacceptable level.” I’m wondering what a teacher might say in response to something like that? RESPONSE from Tammy, shared on the DWS Mailring: I’d probably ask, “Can you show me, then, how the behavior fits into a higher level?
READ MORE >>> →Just like people, book characters often operate on more than one level! Very often, the author has at least one character learn something about the discouraging outcomes of operating at the lower levels. In many cases, the character is transformed in some way during the course of the story. Whenever I read such a book to children, I highlight this transformation by connecting it to the DWS Hierarchy. What did this character learn as the result of experiencing or observing the outcomes of operating on a lower level? What can we learn from this character’s experiences? How might what has happened in this situation, affect how this character chooses to act in the future? Have you ever had a similar
READ MORE >>> →Positive people are happy people. Happy people are pleasant to be around. Being around people you enjoy improves your own disposition and desire to put forth effort. Being positive should not be confused with satisfaction. Telling someone to be satisfied makes little sense to me. For example, after a presentation I ask myself, “What did I do that was good?” and “What can I improve?” We always have the opportunity to learn and grow. If we were satisfied, we would never grow. It is the feelings that emanate from growth that bring satisfaction, joy, and happiness. If you wish to become more effective, unload the burden of thinking that you need to be satisfied in order to be positive or
READ MORE >>> →QUESTION: Dr. Marshall says that we should teach students that in this system of discipline, operation on Levels A and B “automatically invites the use of authority” by the teacher. My students understand that continued operation on the lower levels will result in the use of authority. They see this as a good reason for raising the level of their behavior to something higher. Now I’m wondering: Is there anything that “automatically” accompanies behavior on Levels C and D? RESPONSE: Yes! Firstly, it should be understood that operation on any one of the four levels of the Hierarchy is accompanied by logical and predictable results related to: • self-esteem and; • the quality of relationships that are created with authority
READ MORE >>> →The following was post by Kerry at the mailring. I usually post the announcement questions that our school uses each day. Originally, when we did a book study of Discipline Without Stress, we decided to change the format of our daily announcements to make them more in line with the DWS philosophy. Instead of TELLING kids things like, “Don’t run on the pavement,” we decided we’d be more effective if we asked a question of the students in order to get them to do their own thinking. Nowadays, we might ask, “Why is it a smart idea to walk rather than to run on the pavement leading to the playground?” We use these announcements/questions to deal with problems in the
READ MORE >>> →FOUR (4) PROGRAM ATTRIBUTES of the LEVELS OF DEVELOPMENT Using the Levels of Development separates the act from the actor, the deed from the doer—irresponsible behavior from a good person. Separation is critical so people don’t feel the natural impulse to defend themselves, their behavior, or their choices. Using the Levels of Development brings attention to the fact that people are constantly making choices. Using the Levels of Development fosters intrinsic motivation so that young people WANT to behave responsibly and WANT to put forth effort to learn. Using the Levels of Development fosters character development without mentioning values, ethics, or morals. To understand how the Levels of Development are used, click on Levels of Development.
READ MORE >>> →I was a teacher for ten years. I am now an instructor at California State University where one of my student interns spoke very highly of your book. I have been struggling with my 5-year-old who knows his own mind. Coercion was not working! I was at a complete loss until I read your book. I had never tried anything like it with my son or in the classroom. I am writing to tell you that it has been a great help. My son is responding very well and the methods have improved our relationship. Thank you for giving me a practical method for teaching responsibility. Karen McCormick Norco, California Download Tips for parents for parenting tips.
READ MORE >>> →Hooway for Wodney Rat by Helen Lester is a great read-aloud, especially if you like taking on different voices!! Camilla Capybara is a perfect character for introducing the concept of Level B of the DWS Hierarchy. Once the kids have correctly identified Camilla’s level of operation, the illustrations really lend themselves to discussing the outcomes and natural consequences of operating on Level B. Look at the picture where Camilla is screaming out the answers. How are the others reacting? Discuss the picture where she runs out over top of everyone to get to recess first. How do the others feel about Camilla? Will they be seeking her out to play on the playground? Not likely! They’re scared of her! Look at
READ MORE >>> →QUESTION: I came across your system while browsing the Internet and I really like the way it is set up. The only problem I have is determining consequences. My district wants a set list of rules and consequences. RESPONSE: Rules are necessary in games, but rules between people automatically set up an adversarial relationship because, when a rule is broken, the person in authority (teacher) becomes a cop—an enforcer of a broken rule. This is a counterproductive position for good teaching. QUESTION: My special education students really need the consistency of knowing what happens if they misbehave. RESPONSE: I have a different take. These students need a different procedure when one procedure loses its effectiveness. Therefore, the superior teacher is
READ MORE >>> →QUESTION: What if a child trips and accidentally hurts another student? Is this Level A behavior according to the RRSystem of discipline? RESPONSE: When teaching the Discipline without Stress Hierarchy, it is important to ensure that students understand that with regard to Level A, we are discussing deliberate actions that result in damage or injury, not accidents. Accidents are unrelated to discipline.
READ MORE >>> →QUESTION: I am a high school Social Studies teacher.As a teacher of a content area, I don’t penalize my students for spelling errors on their assignments as an English teacher would, but at the same time, I don’t want to give them the impression that spelling isn’t important. I’m not having much success. Once the students know that no marks will be taken off for errors, they seem to get even sloppier with their spelling!Do you have any suggestions for how I might use Discipline without Stress to motivate students in this academic situation? RESPONSE: One reason that I enjoy using the Discipline without Stress approach in my own teaching is that I find that the Hierarchy makes it easy
READ MORE >>> →QUESTION: I work with very low math students. Part of my plan for next year is to convince them that things can be different. I want to convince them that they can find success and not be so frustrated! The worst behavior cases seem to be the kids that have given up. But then I worry! Maybe I shouldn’t try to convince them that they can succeed. What if I’m just setting them up for disappointment? What if they don’t realize that they will have to TRY in order for that to happen? I doubt myself constantly. Any suggestions? RESPONSE: I think you’re absolutely on the right track! Convincing your students that putting in effort is a worthwhile thing to
READ MORE >>> →QUESTION: I have an ADHD student in my class who takes up at least a third of my time.I’m not sure if this would be part of the DwStress approach, but I have decided that from now on he will go to the In-School Discipline Room whenever he is disrupting my class. I feel that the essays and self-referrals are not working and that the best thing for the rest of my students is to get this child out of the room when he is disruptive. DR. MARSHALL’S RESPONSE: EXACTLY! It is simply not fair to other students or parents to allow this student to disrupt everyone else’s learning. His staying in your class is CONTINGENT upon his acting on
READ MORE >>> →QUESTION: I am very new to the Discipline without Stress mailring. I’ll be a 2nd year teacher this coming school year and will be implementing this system in my classroom. I did have a concern about grades. Would you please review Dr. Marshall’s views on grades and how they are related to competition? If he discourages grades, how would a teacher handle that in his/her classroom, given the requirements for grades and report cards, etc. from the school administration and parents? RESPONSE: Dr. Marshall has never suggested that academic grades not be given. Grading is a mandatory part of our teaching job. He does point out that competition is counterproductive when it comes to learning. For further information, here is
READ MORE >>> →The following focuses on how to establish a learning community where competition is at an absolute minimum and collaboration is optimal. It is how Kerry and her teaching partner, Darlene, continue to share how they use the Discipline Without Stress Teaching Model. We try to focus on improvement and effort at academic times instead of on achievement. We don’t assign marks on anything and never mention specially those who have done very well. We focus on having students judge their own work (by comparing it to previous work) and make their own goals for improvement. We offer encouragement on a private basis and try to offer positive feedback rather than praise. We aim to have all students, regardless of ability,
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