Classroom rules are counterproductive and prompt stress between adults and young people. This is because rules place the adult in an adversarial relationship. Relying on rules is coercive and promotes obedience rather than responsibility.
The reason is simple. If a student breaks a rule, our tendency is to enforce the rule. The assumption is that if the rule is not enforced, people will take advantage of it. Therefore, in order to remain in control, we must enforce all rules.
Rules are essential in games. But in relationships, reliance on rules is counterproductive because the enforcement mentality automatically creates adversarial relationships. Enforcing rules too often promotes power struggles that rarely result in win-win situations.
Rules aim at obedience. But obedience does … >>> READ MORE >>> →
Developing procedures is crucial for success in the classroom. But don’t stop there! Once you and your students develop the procedure, you all must practice it.
Remember that procedures are different from rules. Procedures have no rewards or punishments. You simply practice until everyone understands them. When a student asks about something, or isn’t doing something for which you have a procedure, you simply ask, “What is our procedure?” By doing so, you put the responsibility back on the student to think of the procedure or to practice it after a reminder.
All classroom procedures should be thoroughly discussed and planned with student input. Additionally, post your procedures on the wall on a student-made chart. Because everyone agrees on the … >>> READ MORE >>> →
Regardless of the character trait—whether it be self-control, respect, kindness, tolerance, fairness, honesty, empathy, integrity or any other—every trait relies on responsibility. No positive character trait can exist without it. In addition, none can be mandated or given.
These traits are not inborn. They need to be learned. This requires teaching.
Part I of the Discipline Without Stress Teaching Model is the foundation for promoting responsibility. WHEN WE OMIT TEACHING AND PRACTICING PROCEDURES, WE ARE ACTUALLY DEPRIVING YOUNG PEOPLE OF THE OPPORTUNITY TO BECOME MORE RESPONSIBLE.
Following is a good classroom management checklist for schools. DO YOUR STUDENTS KNOW:READ MORE >>> →
• How to enter your classroom quietly?
• What they should do right after the bell rings?
• How to pass … >>>
One of the most perceptive comments ever made to me was stated in an elevator. I was at a conference and the person sharing the elevator with me said, “We run our life by procedures.”
I immediately thought about the procedures I use in my personal life and then reflected on procedures I used as a classroom teacher (primary, upper elementary, and every grade 7-12).
Whenever a student(s) did something that irked me, I would establish a procedure. For example, when I suddenly heard the pencil sharpener being used while I was talking, I taught a procedure. I simply had the student place the pencil in a raised hand. This indicated to me the desire to sharpen a pencil. When … >>> READ MORE >>> →
Rules are meant to control—not inspire.
Rules are necessary in games. Between people, however, rules result in adversarial relationships and actually increase discipline issues. Why? Because rules require enforcement. In addition, rules are often stated in negative terms and imply an imposed consequence if not followed.
Rules place the teacher in the position of the enforcer—a cop wearing a blue uniform with copper buttons—rather than of a teacher, coach, mentor, facilitator of learning, or educator.
Enforcing rules can result in power struggles that rarely result in win-win situations or good relationships.
Upon analysis, you will see that rules are either procedures or expectations. Therefore, rather than relying on rules, you will be much more effective if you teach procedures, … >>> READ MORE >>> →
Very often, what a teacher refers to as a rule is really a procedure. We need look no further than to one of the first rules primary students are given. They are taught the classroom rule of raising one’s hand to be recognized by the teacher before speaking out. The same rule is taught year after year. I have even seen this rule posted in eighth grade classrooms! Simply reminding students that this is a procedure, rather than a rule, places the teacher in the position of a coach and eliminates an enforcement mentality.
We too often assume that students know what we know and what we would like them to do. This assumption is faulty. Teach procedures—such as how … >>> READ MORE >>> →
This is the fourth part in a series of interviews about “Where We Are Going” with Michael F. Shaughnessy of Eastern New Mexico University.
What kind of assistance is found at your website?
MarvinMarshall.com is the foundational site that contains free information explaining the entire system. This site includes such links as The Discipline Without Stress® Teaching Model, The Hierarchy of Social Development, support links, and other links to implement the proactive, totally noncoercive (but not permissive) system .
My aim is to have teachers increase their joy of teaching, reduce stress, improve relationships, and become more effective.
In addition to this main website, there are other sites to help teachers and parents: Discipline Without … >>> 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 … >>>