The very first step outlined in Dr. Marshall’s Discipline without Stress Teaching Model is classroom management. He explains on p. 205 of his book, “Students need to be inducted into the organization of the classroom. The way to do this is to teach procedures.”
Further down on the same page, he continues:
Procedure gives structure, which is especially important for at-risk students. The label “at-risk” has nothing to do with intelligence. It simply means that these students are in danger of failing or dropping out of school. Often the lives of at-risk students are chaotic, and the only part of their lives that is stable is school. The reason they are in danger is simply because they don’t do … >>> READ MORE >>> →
In our second year of working with Discipline without Stress my teaching partner and I had a student with special needs. Chronologically he was old enough to be in grade three but emotionally and cognitively, grade one was a much better placement for him. Here is one experience with this boy that taught me a lot!
This past Monday morning when it was time to go to the gym for our regular Monday morning assembly, Casey had a photograph that a parent must have given him outside; likely it was a snapshot of a birthday party that he had attended recently. Being focused on the urgency I felt about getting to the assembly on time, I didn’t notice how … >>> READ MORE >>> →
Posted by Teri Gibson, a member of the Discipline without Stress mailring.
I have just begun using DWS this year with my 4 yr. old special needs preschool classes. I absolutely love it. No, my class is not perfect. No, DWS does not solve all behavior problems. What it does is this: For the first time, I am able to “reward” my kids that are being good, while helping the kids that are not! It makes me view everything as a teachable moment, rather than a child’s attempt to undermine. I love the way it stresses the positive and actually encourages me to pay more attention to the children who are doing the right thing. I still have much … >>> READ MORE >>> →
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
… >>> READ MORE >>> →
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 … >>> READ MORE >>> →
Recently, I attended a community workshop. Over the lunch hour I happened to sit with a very interesting lady. After a few minutes, our conversation turned to what we did for a living and I explained that I was a teacher. She told me that she worked for the Ministry of Social Services, a government agency. Her job was to take some of the most severely disturbed teens of our community into her home for approximately six weeks at a time, with the goal of readying them for foster care.
She expressed with some regret that the Ministry wouldn’t consider allowing her to take on the role of a regular foster parent, instead of what she does now. She explained … >>> READ MORE >>> →
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:READ MORE >>> →
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 … >>>