Discipline Answers

At my school, students receive “Duck Bucks” for behaving. How can I distribute these bucks without using them as rewards?

On April 29, 2007   /   Discipline Answers, Rewarding  

QUESTION:
Next year, I’m going to be the first teacher in my school to implement Discipline without Stress. My concern is that our school has a store and students can receive “Duck Bucks” for behaving, doing good deeds, etc.–our mascot is a duck. At the end of the quarter, the kids can buy things. I know that this goes directly against the philosophy behind Discipline without Stress, but my students will be expected to participate in the store. Do you have any thoughts on how I can distribute my share of school bucks without linking them to reward and punishment in my classroom?

RESPONSE:
As you mentioned, this type of a “behavior store” would not be in line with the … >>>

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Inattention during our Morning Meeting is causing discipline problems!

On April 21, 2007   /   Discipline Answers, Procedures in the Classroom  

QUESTION:
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:
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 … >>>

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I am trying to use Discipline without Stress but my students will not listen to me!

On April 21, 2007   /   Discipline Answers, For High Schools, For Middle Schools, General Questions, Procedures in the Classroom, RRSystem in Action  

QUESTION:
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:
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 … >>>

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School Assembly Procedures

On April 21, 2007   /   Discipline Answers, Procedures School-wide  

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.… >>>

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In just two weeks, I’m completely overwhelmed with discipline problems!

On April 21, 2007   /   Discipline Answers, Importance of Classroom Mgt., Procedures in the Classroom  

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 … >>>

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The Importance of an Attention Management Signal

On April 21, 2007   /   Discipline Answers, Importance of Classroom Mgt., Procedures in the Classroom  

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 … >>>

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Is it possible to use Discipline without Stress in a classroom with a student who has special needs?

On April 13, 2007   /   Discipline Answers, Special Challenges  

QUESTION:
I teach kindergarten and all my students seem to be getting the idea of the levels. Today I found out that a special needs student will be joining my class. Although she is five years old, test results show that she is functioning at a 23-month old level. I am worried that this will have a big impact on my classroom and that I will lose what I have gained with my other students. Maybe I should just forget about using Discipline without Stress for this year. What do you think?

RESPONSE:
There shouldn’t be any need for you to abandon the Discipline without Stress approach in your classroom, despite the fact that the addition of this low-functioning student … >>>

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Any suggestions for getting started with this discipline approach in a school library?

On April 12, 2007   /   Discipline Answers, For Specialty Teachers  

QUESTION:
I’m the librarian in a K-8 school. I have been looking for a good discipline program and am really interested in DWS. Any tips or suggestions for successfully getting started in this type of teaching situation?

RESPONSE:
In any teaching situation, good classroom management lays the foundation for effective discipline. Leave nothing to chance. Carefully create procedures and then proactively teach your students how to behave at Level C in the library. Teach students procedures for every single thing they will need to do while in the library. (See Part I of the Discipline without Stress Teaching Model.)

For example, you might teach procedures for:

• entering and exiting the library
• signing out and returning books
• … >>>

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Using a positive challenge!

On April 6, 2007   /   Discipline Answers, Positivity, Procedures in the Classroom, RRSystem in Action  

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 … >>>

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How do I deal with a lack of student interest?

On April 6, 2007   /   Discipline Answers, Improving Academics  

QUESTION:
I am returning to teaching after a 30-year absence and find that discipline is once again my biggest challenge. Among other negative behaviors, lack of interest seems prevalent. Do you have any suggestions?

DR. MARSHALL’S RESPONSE:
Let students know that if they decide not to learn, that is their decision. You will not even attempt to force learning; it can’t be done. But at the same time, you will not allow any student to disrupt another person’s learning.

In this mini-lecture, let your students know that no one suffers from their lack of learning but themselves. If they decide to put forth the effort, they will be better off, more satisfied, become more knowledgeable, and more pleased with themselves.… >>>

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How can I get immature students to listen and behave themselves?

On March 22, 2007   /   Discipline Answers, Procedures in the Classroom, RRSystem in Action  

QUESTION:
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:
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 … >>>

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What is the difference between classroom management and discipline?

On March 22, 2007   /   Discipline Answers, Importance of Classroom Mgt.  

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 … >>>

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How do I turn off the urge to praise?

On March 20, 2007   /   Acknowledgement, Discipline Answers  

QUESTION:
I have just read the book and plan to implement Discipline without Stress in this coming school year. I anticipate that I might have a problem with giving into the urge to praise individuals or the class as a whole. I can see myself saying, “Look at these students who have been on Level C and D all week! I’m so proud of you guys for following directions!” How do I turn off these urges to praise? How can I turn praise into productive comments that encourage and acknowledge all who are choosing to do the right thing? Please share any insights!

RESPONSE FROM TANIS CARTER:
(Shared on the Discipline without Stress Mailring)

Take heart! You are well … >>>

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What if my students are used to receiving discipline rewards?

On March 19, 2007   /   Discipline Answers, Rewarding  

QUESTION:
As a Learning Assistance teacher, I work with small groups of students for 30-45 minutes every day. All of the teachers at my school use the “colored card, stickers and treasure chest” method of classroom discipline. I don’t think they’ve ever seen an extrinsic reward they didn’t like! Do you think I could still implement the Discipline without Stress system effectively when the kids are used to being rewarded so much?

RESPONSE:
You can certainly use DISCIPLINE without STRESS in your small-group teaching situation. You can implement it effectively even if the other staff members at your school don’t follow a similar philosophy.

There’s no need to announce to your students that you don’t give rewards for expected behavior … >>>

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Are “sticker plans” compatible with the Discipline without Stress approach?

On March 19, 2007   /   Discipline Answers, Rewarding  

QUESTION:
At our last behavior team meeting, it was decided that a “sticker behavior plan” should be implemented for one of my students who doesn’t accomplish much in class. I’m new to Discipline without Stress and I’m wondering if this kind of individual behavior plan would work in conjunction with this approach? It seems contradictory. Any thoughts would be welcome.

RESPONSE:
Your feeling is correct. A sticker plan is contradictory to a system of discipline based on internal motivation. Discipline without Stress employs the power of inner satisfaction to influence students to achieve, while a behaviour modification approach focuses on offering an external incentive (in this case, stickers), in order to influence student behavior.

The fundamental characteristic of an … >>>

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How does this discipline system reduce stress?

On December 4, 2006   /   General Questions  

RESPONSE:
None of the three phases of this discipline approach–teaching, asking, or eliciting–prompts stress on the part of the teacher (or the student).

When a student misbehaves, the USUAL discipline approach is to tell, threaten, and/or punish. Each of these approaches is coercive and often results in some resistance. When a student does not obey, stress and aggravation escalate.

Discipline without Stress is proactive in that four levels of social development are TAUGHT. This automatically sets the teacher up to use simple cognitive learning theory: teaching (first phase) and then checking for understanding (second phase).

Reference is always made to the LEVEL of social development, not the student. This automatically separates the act from the actor–the deed from the doer–thereby … >>>

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