Posts Tagged procedures

6 Tips for Better Life Balance

Perhaps one of the biggest challenges most of us face is knowing how to live a balanced life, within a 24-hour day. Between our work, family, personal development time, inundation by the media, the attraction of the Internet, so many good books to read, wanting to get enough sleep, maintaining social relationships, and the list goes on and on—how do we do it? It is no wonder that seminars on time management, books on life balance, and even garage and closet organizers for all the “stuff” accumulated are selling so well.

One way to become more effective is to evaluate how you use—or don’t use—some of your time. Following are some tips that may assist in increasing your effectiveness and … >>>


Teach Procedure to Reduce Discipline Problems

Why is classroom management (procedures) so important for reducing discipline issues?

1) If you don’t have good classroom management, you will have (to a greater or lesser degree) chaos. You can’t teach someone to be SELF-disciplined in the midst of chaos. Simple as that!

2) The Discipline Without Stress approach itself is actually based on handling most discipline problems by helping the undisciplined students with procedures to keep themselves in control. It’s hard to help someone else create effective procedures if you aren’t doing it well yourself.

The foundation of the RAISE RESPONSIBILITY SYSTEM (Part III of the DISCIPLINE WITHOUT STRESS TEACHING MODEL) is to be PROACTIVE by teaching procedures BEFORE problems occur. In fact, effective teachers don’t focus on … >>>


Creativity and Procedures

Although procedures are the foundational step to efficient instruction and reducing discipline problems, sometimes we forget to be creative in their establishment.

In some cases, the teacher might create a new classroom procedure to proactively deal with misbehavior from certain students. In other words, rather than reacting to the same type of misbehavior day after day, the teacher might restructure the environment more carefully in a way that would allow immature students to be more successful.

For example, in an elementary classroom, there may be a few students who find it difficult to maintain appropriate behavior in the cramped quarters of the cloakroom at dismissal time. To deal with this, the teacher can change the procedure for the cloakroom.

Rather … >>>


A Simple Procedure for Handling Risk

If there is one area in life that many people struggle with, it is that of taking a risk. The reason is that risk creates fear, and fear prompts inaction.

Here is a simple and practical system (procedure) to deal with risks.

Look at any situation where a decision needs to be made. It makes no difference what the decision is—be it taking a vacation, purchasing something, or some action. Ask yourself three questions:

  1. As a result of taking this action, what is the best thing that can happen?

Then flip the coin:

  1. As a result of taking this action, what is the worst thing that can happen?

Then use some moderation by asking,

  1. What is the most likely thing
>>> READ MORE >>>

Classroom Management Procedures

Classroom management procedures make instruction efficient. Here are some from the Discipline Without Stress Resource Guide:

  1. How to enter the classroom and then what to do (Students should always have something that raises curiosity, interest, or reinforces/reviews as soon they enter the classroom. Dead time is deadly time.)
  2. How to get attention and what students should do 
  3. How to quiet the class when it gets too noisy
  4. How to take roll while students are occupied in learning
  5. How to handle lunch tickets
  6. What to do when the fire alarm sounds
  7. When and how to sharpen pencils
  8. What to do when it is necessary to use the restroom
  9. What to do when an assignment is finished early
  10. How to find directions
>>> READ MORE >>>

Discipline Without Stress Newsletter – June 2014

—Volume 14 Number 6


  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 



After recently presenting to a number businesses, schools, and parent groups and listening to so many complaints, I feel an obligation to offer a consulting service.

This service is available to teachers, parents, and/or leaders in any occupation or industry who would like to reduce stress, promote responsible behavior, improve relationships, promote learning, and/or receive more joy in parenting.

If you would like to learn more, please visit the consulting page .


 “I read about your “Discipline without Stress” book, ordered a copy, began to teach the hierarchy using stories to … >>>


Discipline Without Stress Newsletter – May 2014

—Volume 14 Number 5


  1. Welcome
  2. Promoting Responsibility
  3. Increasing Effectiveness
  4. Improving Relationships
  5. Promoting Learning
  6. Parenting
  7. Discipline without Stress (DWS)
  8. Reviews and Testimonials 




It will work out in the end, and if it doesn’t then it’s not the end. –Dev Patel, from the Academy Award nominated movie,”The Best Exotic Marigold Hotel”


 One of the advantages of the Raise Responsibility System (discipline and learning system) is that it can be implemented immediately. With this in mind, I share the following e-mail I received on Tuesday, April 29, after I presented the previous day.

“I attended your seminar yesterday in Voorhees, New Jersey and was very interested in the presentation. You have made me realize … >>>


A procedure for getting preschoolers to try new foods

A few days ago I was in a restaurant having lunch.  Next to me was a young mom also having lunch, accompanied by her lovely little preschooler.  As their meal was ending, I noticed the mom lift a spoonful of something uneaten from her daughter’s plate and offer it to the little girl––who, with a shake of her curly blond head, declined to eat.  That wasn’t unusual but what the mom said next prompted me to pay a bit more attention.

She said, “Okay, Katie, if you like this can be your “No thank you bite.”  The little girl shook her head no.

No thank you bite?

Huh?  What was she talking about?

Since I’d never heard this expression before, … >>>


Procedures are Better than Rules

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 … >>>


Established Routines Reduce Discipline Problems

How you structure an activity or arrange the environment can significantly reduce discipline problems with children.

In the elementary grades, this pertains to both indoor and outdoor activities. For example, establishing a “getting drinks” routine after vigorous playground activities is an example of an outdoor procedure. Children whose last names are in the first half of the alphabet will use the fountain by the restrooms. Those in the last half will walk to another designated drinking fountain. The person behind the drinker will slowly count to ten and then tap the drinker softly on the shoulder. Before initiating the procedure, have students experience it. Line up everyone for a dry run.

Another routine to curb discipline issues is to have … >>>


To Eliminate Discipline Challenges, Teach Procedures

A major mistaken assumption many parents make is that a youngster knows how to do something without the parent’s first modeling, teaching, practicing, and sometimes reinforcing the activity or procedure. A simple example is requesting a youngster to put dirty dishes in the sink. Taking the time to teach the youngster a procedure for how to rinse the dishes and utensils and where to place them can prevent future frustrations.

Another common example is that children often need to take certain items to school each day. To help a child, the parent might typically say, “Remember to take your lunch,” or “Remember to take your key.” But rather than the parent’s having the responsibility of reminding the child, the family … >>>


Rules vs. Procedures

Here is a better approach than relying on rules.

Relying on classroom rules is a mistake-even though it is common practice.

When I returned to the classroom after 24 years as an elementary, middle, and high school principal and district director of education, I quickly discovered how rules hindered good relationships and effective discipline. I found myself coming to school everyday wearing a blue uniform with copper buttons. I had become a cop-rather than a facilitator of learning, a role model, a mentor, a coach. The reason is simple: If a student breaks a rule, our tendency is to enforce the rule. This is a natural thought process because the assumption is that if the rule is not enforced, people … >>>


Rules vs. Expectations

Expected behavior is more effectively achieved through the use of standards than rules.


A common practice in this country is to establish classroom rules, either by the teacher or by the teacher and students cooperatively.

Rules are necessary in games, but in relationships rules are counterproductive. Although the establishment of rules has good intentions, their implementation often produces deleterious effects. When Johns Hopkins University researchers analyzed data from more than 600 of the nation’s schools, they found six characteristics associated with discipline problems. Notice that the first three concerned rules.

  1. Rules were unclear or perceived as unfairly or inconsistently enforced.
  2. Students didn’t believe in the rules.
  3. Teachers and administrators didn’t know what the rules were or
>>> READ MORE >>>

Using procedures to gain the cooperation of a passive-aggressive student

My teaching partner and I have a little girl in our grade one classroom this year who is very stubborn and actually downright defiant in a passive aggressive way.  Right from the beginning of the year she would deliberately do the opposite of whatever the teacher was asking or quietly not do anything at all. When everyone was asked to print certain letters on the chalkboard she would draw pictures. When asked to get out her calendar binder, she would get out something entirely different. Then just before the end of calendar time, she would quickly take out her book and finish up what was expected. When everyone else would stand to celebrate a classmate’s birthday by singing a … >>>


Teaching Primary students to walk in a line

Recently, I saw a posting on the ProTeacher group, in which a teacher shared a great process for helping young children learn to stay in line while walking.

Firstly the students were taught four procedures for how to walk appropriately in the school:

  1. Stand directly behind the person in front of you.
  2. Face your body forward.
  3. Hands stay down at sides.
  4. We walk quietly in the hall, without talking.

Then the teacher shared an effective and silent procedure that she uses to help students live up to these expectations.  If a problem occurs as they are moving from place to place in the school, she stops the line and wiggles four fingers above her head. The class remains stopped until … >>>


Procedures and Motivation

Procedures are critical for motivation and for success in the classroom.

If there is a procedure for doing something, and not all students are doing it, practice the procedure.

When a student asks about something, or isn’t doing something for which you have a procedure,  simply ask, “What is our procedure?”  Put the responsibility on the student to think of the procedure or to practice it after a reminder.

When the class doesn’t do something by the procedure, simply stop and practice.

Part I of the Discipline Without Stress Teaching Model is critical to successful teaching, learning, and discipline

Without taking care of classroom management (developing, teaching and practicing procedures,) it’s very difficult to have success in helping kids to … >>>


Start-of-School “Procedures Tour”

For the past three years my elementary school has conducted a “School Procedures Tour.”  In the first year we conducted it in the spring––as a response to what teachers felt was some poor behaviour around the school at that time.  Following that, we became more proactive;  we started our school year with our tour.  By planning ahead like this we were able to anticipate possible problems before they happened and then simply created procedures that would avoid the problems altogether.

On the Procedures Tour ,students are introduced to, or reminded of, school procedures and expectations that all teachers hold for all students in four shared areas in the school.  We have about 250 students in our school of … >>>


Rules vs. procedures – Isn’t this just a matter of semantics?


I usually involve the students in the creation of classroom rules.  To me, we are just agreeing upon how we can make our classroom a safe and fun place to be. I don’t know if it’s really so different from a Discipline without Stress approach of having procedures, but “no rules.”  Isn’t this just a matter of semantics?


My teaching partner and I used to have “classroom rules” and like you, we routinely planned a time for kids to create the rules on the first day of school. In my experience this approach produced a different type of thinking within my own mind than the mindset created when I started to experiment with “procedures” rather than rules.  For … >>>