Discipline Answers

Primary Book – “Hooway for Wodney Wat”

On July 29, 2008   /   Connections to Literature, Discipline Answers  


Cover Illustration

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!
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What level is an accident?

On July 27, 2008   /   Discipline Answers, Understanding The Hierarchy  

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.… >>>

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How can I motivate my students to take care in their schoolwork?

On July 26, 2008   /   Discipline Answers, Improving Academics  

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 … >>>

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I want to encourage some very low students.

On July 25, 2008   /   Discipline Answers, Improving Academics  

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 … >>>

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I have an ADHD student who is very disruptive!

On July 25, 2008   /   Discipline Answers, Guided Choices, Impulse Control  

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 … >>>

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Is giving grades discouraged in this discipline system?

On July 22, 2008   /   Competition, Discipline Answers, General Questions  

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 … >>>

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Is Discipline without Stress ever implemented in high school?

On July 21, 2008   /   Discipline Answers, For High Schools, Improving Academics, Teaching the Hierarchy, Understanding The Hierarchy  

QUESTION:

Does anyone know if Discipline without Stress is ever implemented in high school? I teach high school Leadership classes and I think high schoolers need these things even more immediately than little ones. The real world is going to require self-discipline of them, real soon! Raising their responsibility is exactly what high school kids need. Most of the discussions I hear about the system seemed aimed at younger children, though presumably they should be applicable to older students as well. I would like any tips, or even encouragement for using this discipline approach in high school.

RESPONSE:

Discipline without Stress was developed when the author, Dr. Marvin Marshall, was teaching in a high school setting. It’s been adapted for … >>>

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Is it possible to use both Discipline without Stress AND tallies?

On July 20, 2008   /   Discipline Answers, General Questions  

QUESTION:

I have often been tempted to order the Discipline without Stress book. What has held me back is my school’s requirement that we use the same discipline plan throughout the department (in my case, 4th through 6th grades.)

The department has the same rules:  (1) Be respectful (2) Be obedient (3) Be honest (4) Be responsible.After the usual warning, if any rule is violated, a tally is given to the student. The number of tallies for the week determines the child’s behavior grade.  A behavior grade must be given each week.

Here is my question:  Is it feasible to use both this discipline plan and the DWS method or would it be too cumbersome/confusing? The one is mandatory … >>>

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Can you give me some examples of reflective questions?

On July 19, 2008   /   Checking for Understanding, Discipline Answers, Reflection  

QUESTION:

Language is my biggest stumbling block. I know what I want to say but on the spur of the moment I often find it hard to put into words. As I develop new habits with this discipline approach, I sometimes feel a bit tongue-tied. Can you give me some examples of questions that don’t sound manipulative or coercive.

RESPONSE:

Developing new habits can be a challenge at first, but remember that any skill gets easier with practice! There are many questions in Dr. Marshall’s book that can be used to prompt reflection (pages 19-20.)

It’s important to remember that tone of voice is very important when asking questions, so as to avoid any sense of sarcasm or coercion.

Here … >>>

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Using Discipline without Stress with students who have Asperger’s Syndrome

On July 16, 2008   /   Discipline Answers, Special Challenges  

QUESTION:

I have used Discipline without Stress for about five or six years now and plan to continue to do so in the fall with my new Grade 3 class. I will be getting a student with Asperger’s Syndrome, who has a full time E.A. From what I understand, much of his day is based on rewards of some kind, such as time on the computer. If you have used the levels of responsibility with a student who is extremely emotional, yet quite high functioning, please post your ideas and advice.

REPSONSES from members of the Discipline without Stress mailring:

I have used Discipline without Stress for about 4 years now. During that time I’ve had at least 3-4 kids
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How do I teach students to ignore a misbehaving classmate?

On July 9, 2008   /   Creating desire  

QUESTION:

I have a 3rd grade student who is demonstrating increasingly 
disruptive behaviors. I have all kinds 
of support with him – my principal, school counselor, 
behavioral specialist – we’re all involved, every day. This boy can work elsewhere when he can’t manage in the classroom. My question is this: How do I 
teach the other students that it’s better for them to 
ignore this student’s behavior than to be an audience or worse yet, play along? I need some “choice 
words” to really explain it and underscore the importance of this.

They did a great job today and I complimented 
them on doing so after the student had been removed from the room. A couple of them asked me … >>>

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Tell me how procedures are used in a discipline situation.

On July 5, 2008   /   Discipline Answers, Procedures in the Classroom, RRSystem in Action  

QUESTION:
I don’t understand how the teaching of procedures can be used in a discipline situation.  Can you give me an example?

RESPONSE:

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.

**************************************************************************************************************************************… >>>

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I’ve come up with my own names for the levels of development

On June 30, 2008   /   Discipline Answers, Understanding The Hierarchy  

QUESTION:

Although I use Marshall’s Levels of Development, I’m a bit put off by 
the “reverse A-D system,” with D being the best. It goes opposite to how we typically think of grades or levels.

I’ve finally come up with my own labels. I think they have the
same meaning but in reverse order.
 Any comments?

Lowest Level D = Deliberate misbehavior
Level C = Can’t control self
Level B = Behaves for rewards
Highest Level A = Automatic self-control

RESPONSE:

As you implied, the key to success with this approach lies in conveying the understandings of the concepts at each level. The specific name attached to each level is not as important as the concepts that describe and … >>>

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How can I make the Discipline without Stress levels meaningful to students?

On June 29, 2008   /   Creating desire, Discipline Answers, Improving Academics, RRSystem in Action, Understanding The Hierarchy  

QUESTION:

I am still waiting for my Discipline without Stress book to arrive, but this morning I introduced the system to my class anyway. Even though it’s almost the end of the year, I have such big behavior problems that I decided I had nothing to lose and everything to gain! However, I must have done something wrong because the very students who need this system most, were the ones who didn’t pay attention to the discussion and mocked the levels right from the very start. Any suggestions for making this system real to kids who don’t pay much attention to things like this?

RESPONSE:

Here is an example of just one small discussion I have had with my own … >>>

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Should I start introducing the Levels of Development from A or D?

On June 22, 2008   /   Discipline Answers, Teaching the Hierarchy  

First Question:

When introducing the Levels of Development, I assume that I should focus on one level at a time. Do I start with Level A or Level D?

Response:

To me, it makes sense to begin with Level A and end with D; I want to end on a positive and inspiring note!

Second Question:

Would it be best to introduce one new level each week, or one new level each  day, while revisiting the previous levels?

Response:

There are many ways to introduce the Levels of Development. The number of lessons used for introducing the four levels would depend on your own preference and might vary with the age of your students. High school teachers typically … >>>

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Are the level letters confusing to students?

On April 7, 2008   /   Discipline Answers, General Questions, Teaching the Hierarchy  

QUESTION:

I was wondering if the behavior standards listed by Marshall (A = anarchy, etc.) are confusing 
to students. When we give them behavior grades, we say “A” is the best. I want to put up 
the Hierarchy chart as described in the book, but I wondered if it was going to confuse the kids.

RESPONSE:

The symbols “ABCD” have no particular meaning in and of themselves, it’s only in context that these symbols hold particular meanings.

For example, in a multiple choice question, A,B,C,D identify four possible answers.

In First Aid situations, ABC refers to Check AIRWAYS, Check BREATHING, Check CIRCULATION.

When discussing “patterning” as a concept in math, ABCD might refer to a pattern of four repeating shapes … >>>

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I’m a bit put off by the “reverse A-D system.”

On April 6, 2008   /   Discipline Answers, General Questions, Understanding The Hierarchy  

Question:
I teach Marvin Marshall’s Discipline without Stress levels but I’m a bit put off by 
the “reverse A-D system.” D being the best goes so opposite to how we usually think of grades or levels.

Response:
Although it’s true that school letter grades and the Discipline without Stress Hierarchy levels are arranged in opposite orders, at my K-6 school we have never experienced any 
confusion with this. I think that’s because we purposely 
do everything we can to keep grades separate from discussion of the Discipline without Stress Hierarchy. The 
two are not connected. Certainly, both provide tools of evaluation, but one is a 
tool of EXternal evaluation and one is a tool of INternal evaluation.

The Hierarchy is … >>>

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Can the levels be renamed in opposite order?

On April 6, 2008   /   Discipline Answers, Teaching the Hierarchy  

QUESTION:

Just wondering–could the levels be renamed to go in the opposite order? The younger kiddies have been so programmed to think that A is the best and what they should be striving for. To them, D means needing improvement. I’m afraid my kids will get confused when I tell them Level A is the worst level.

RESPONSE:

From a primary teacher on the Disicpline without Stress mailring:

I thought the same thing until I taught it to my children. My second grade class learned the terms the first day of school. I had a harder time with getting my mind around it than they did! Their minds are remarkably resilient and flexible.

As a reminder for me, … >>>

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