Step 1: TEACHING – (Students learn four levels of development) Being proactive by TEACHING AT THE OUTSET is in contrast to the usual approach of just responding to inappropriate behavior.
Step 2: ASKING – (Checking for Understanding) When a disruption occurs, have the student identify the unacceptable level chosen. Note: A major reason for the success of the system is that by identifying something OUTSIDE of oneself, the deed is separated from the doer. The person is not prompted to self-defend, which is one’s natural and usual approach.
First posted on the Teachers.net site. Permission was granted from the author to re-post here:
6th and 7th graders are very impulsive creatures — they have been taught to be impulsive by adults. Don’t believe it? Just go to a teacher training session and observe how the teachers behave while the speakers are presenting! As a society we have become more impulsive, less respectful and less willing to listen to others. Just watch the adults, who come, presumably, to watch a student performance at school; they often talk right through it!
So, I guess my point is that until students are taught and learn self control, are disciplinary consequences really the answer? Is giving them Detention Hall going to … >>>
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 … >>>
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