The more I use the Discipline without Stress approach, the more I appreciate that Step One of Dr. Marshall’s Teaching Model is key to the whole plan.
We’ve just started a series of swimming lessons at our local Community Center for all the primary students in our school. This year I decided to be more proactive than in previous years. Instead of just talking for a couple of minutes–just prior to getting on the bus on the first day–about what behavior is expected at the swimming pool, I decided to plan for a time to discuss it the day before.
As soon as I really started thinking to myself in an organized way about what procedures we would need … >>> READ MORE >>> →
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.
“I find that many “problems” with kids are actually the result … >>> READ MORE >>> →
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 >>> →
I don’t understand how the teaching of procedures can be used in a discipline situation. Can you give me an example?
Having used Discipline without Stress for several years now, I understand the importance of teaching procedures at the start of the school year. Even so, I still find that I sometimes forget this important step in my teaching and then suffer the consequences. Luckily though, I also know how Dr. Marshall would suggest remedying such a situation. He would suggest backtracking–to teach the procedures that I should have taught in the first place! Here is an example of one such impromptu “lesson” which turned out to be extremely helpful for the remainder of the school year.
**************************************************************************************************************************************… >>> READ MORE >>> →
I am a student teacher in a 1st grade class. Love the kids but I have a really hard time getting them to listen during our morning meeting time! At least three are ADD but some are just immature.
The kids seem to enjoy the activities and greetings I present but their inattention creates discipline problems–and it’s driving me nuts! The classroom teacher has a green/yellow/red card discipline plan that I’ve threatened to use and I did send one jumpy kid back to his desk because he was disturbing us. Any other suggestions?
RESPONSE:READ MORE >>> →
My first suggestion is to take care of classroom management–that’s PART I of the Discipline without Stress Teaching Model. Perhaps your students have never … >>>
I have recently taken over a classroom, as a substitute for three weeks. The teacher of this classroom has been on leave for some time and the students have had many temporary teachers. I feel that I am using all the correct educational practices but the discipline problems in this class are extensive. I am trying to use Discipline without Stress, but no matter what I do, these students will not listen to me very much. What is the problem?
DR. MARSHALL’S RESPONSE:READ MORE >>> →
The problem is the history of the class–you are one of their many teachers. They have had no stability, no structure and what’s more, they know that you are not their regular teacher. They know that … >>>
In the first year of our journey toward using Discipline without Stress at my K-6 school, staff members decided to focus on improving common concerns within the school as a whole. Our first goal was to improve student behavior at school assemblies.
Following Part I of the Discipline without Stress Teaching Model, we began by establishing school-wide procedures for this weekly activity. As Dr. Marshall suggests, we also decided to be proactive. Instead of trying to hurriedly set up the gym as the classes arrived for the assembly (which had been our practice,) students were invited over the P.A. system to volunteer to help with the organization of benches, chairs and piano before school began on Monday mornings.… >>> READ MORE >>> →
QUESTION: School has been in session for just two weeks. This is my first year of using the Discipline without Stress approach. Already I find myself completely overwhelmed with discipline and behavior issues. I’m actually feeling quite a bit of stress about discipline! What should I do? DR. MARSHALL’S RESPONSE: Revisit the four-part Discipline without Stress Teaching Model. Many so-called “discipline problems” can be avoided altogether by proactively teaching classroom procedures. Go back and pretend it’s the first day of school. Start teaching procedures for everything–don’t assume students know how to do anything. Process precedes product. Teaching procedures comes before attempting to teach anything else. Teach an attention management signal: Raise a hand, count, give me five, clap … >>> READ MORE >>> →
Dr. Marshall encourages teachers at any level, to establish classroom procedures as the first step in using the Discipline without Stress Teaching Model
Regardless of the age of the students, an important procedure to teach on the first day of school, or a term, is one that allows the teacher to quiet the students and gain their attention in an effective manner.
Below is an eye-opening set of calculations found on the Internet that point to the importance of establishing and teaching an attention management signal in the beginning of each new school year or semester.
A quiet signal is critical to keep from wasting time and to keep the momentum going during cooperative activities. Suppose that you need … >>> READ MORE >>> →
My teaching partner and I have always provided a home reading program for our grade one students. We give each one a ziplock bag in which to store their home reading books and every morning they make an exchange, taking two new books home.
Well, that’s the theory of it anyway! In reality, we have never had a high rate of consistent and continued participation in this program. Although in the first few weeks of any particular school year, most families manage to send the home reading bag back and forth on a regular basis, as time goes on, fewer and fewer students actually participate to full advantage. They don’t maintain the routine of returning the bag on a daily … >>> READ MORE >>> →
I am a student teacher in a 1st grade class. Love the kids but I have a really hard time getting them to listen during our morning meeting time. At least three are ADD but some are just immature.
The kids seem to enjoy the activities and greetings I present but the inattention/etc is driving me nuts! There is a green/yellow/red card system set up for each student that I’ve threatened to use and I sent one jumpy kid back to his desk because he was disturbing us. Any other suggestions?
RESPONSE:READ MORE >>> →
The first priority in a DWS classroom is to take care of classroom management. Perhaps your students have never had specific procedures established for conducting a morning … >>>
Although related, classroom management and discipline are distinctly different topics. They should not be lumped together as if they were synonymous.
CLASSROOM MANAGEMENT deals with how things are done. It has to do with procedures, routines, classroom structure and is the teacher’s responsibility. When procedures are learned, routines are established. Routines give structure to instruction.
Classroom management is enhanced when procedures are:
1. explained to students,
2. practiced by students, and;
3. when necessary, periodically reinforced by practicing again.
Good classroom management is essential for efficient teaching and learning. Chances are that when you walk into a room, you do not pay much attention to the floor, but if it were missing, you certainly would! This analogy works well for … >>> READ MORE >>> →