When I was in high school I had an English teacher who used a very simple strategy to interest and motivate students. It didn’t take much time or effort on his part and was just a simple thing, but it was enough to get me to want to attend his class every single day. What did he do? He simply put up a new thought-provoking quote, in large letters, in the same place, on the same side chalkboard every day.
He never referred to the quote. (I suspect that intuitively he knew that doing so might produce counterwill.) He never asked our opinions or started a discussion and most often the quote was not related in the least to … >>>READ MORE >>> →
How do I handle denial? I have several 5th grade students who deny their behavior. Even when I directly observe their Level A/B behaviors, they deny everything. I find this stops every conversation I try to have with them. It’s so frustrating! How can I guide students toward responsibility when they are in denial?
RESPONSE from a member of THE DWS MAILRING:
I’ve encountered this problem as well. Here are three ways that I deal with it:
1. During an after-class chat with these students, instead of saying “When you were throwing pens….”, I might say, “If someone was throwing pens during a lesson, what level would that behavior be at?” This way students aren’t directly confronted. Initially, … >>>READ MORE >>> →
Dr. Marshall suggests that it is important to replace rules with procedures and expectations.
Recently I took time to ask about a list of Rights and Responsibilities I noticed hanging on the wall of one alternative high school site that I visit regularly in my position as literacy teacher. I learned that a number of years ago a former teacher had helped the students (aged 14-16) to write it. Ever since, the school has used it as a reference point for discussing success at school. As well, whenever a new student is transitioned into the school, teachers begin with this list of rights and responsibilities to introduce the expectations and procedures of the school to the young person and … >>>READ MORE >>> →
Last week I spent an evening with Teresa, an old friend of mine who just happens to be a fabulous grade six teacher at a nearby school. As it always does, our talk eventually turned to two of our favorite subjects––teaching and whatever good books we’ve read lately!
One thing I always admire about this friend is her ability to take an idea and run with it in the classroom. She inspires, elevates and motivates her students! Teresa often bases interesting lessons for her grade sixes on some little item she’s found in the newspaper, something she’s heard on a radio talk show or something that comes from a good book she is reading herself. She has a … >>>READ MORE >>> →
First posted on the Teachers.net Discipline Chatboard. Permission 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 … >>>READ MORE >>> →
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 >>> →
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 … >>>