QUESTION: I have 5 kids in my second grade class who take most of my attention because of their misbehavior. I feel so badly for the other students who are on task and listening, because honestly, they don’t get very much of my attention. I try to point out what Level D looks like and give these great students more freedom but still I don’t feel that’s enough. How can let these wonders know that they are being wonderful? RESPONSE: We often had discussions about this on my staff years ago. Some of us were starting to feel uncomfortable with rewards, awards and trophies etc., but our principal at the time felt that the “good kids never got anything.” He
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Most relationships would benefit enormously if both people asked—and then reflectively answered—the following question: “What must it be like to be in a relationship with me?” This reflective question prompts us to look at ourselves from another person’s point of view. True change can only be activated by oneself—and the first step is to acknowledge or recognize that a change or improvement should take place.
READ MORE >>> →The following story was shared by teacher, Marie Swift, regarding the power of using the three DWS Principles; Positivity, Choice and Reflection. I would like to share a situation that happened recently in my Grade One class. I have been using DWS for a few years now I firmly believe that we have to approach behavior issues as learning opportunities. Although I must admit that sometimes it is difficult for me to remain focused on using positivity, choice and reflection in all situations, here’s the growth one child experienced in my class as a result: All of my students were sitting with me at the carpet working on a math lesson recently. After sending them back to continue the work at their desks, I
READ MORE >>> →QUESTION (Part One): I’ve heard you say “The person who asks the questions controls the conversation.” However, I have a child in my first grade class this year who refuses to answer any of my reflective questions. DR. MARSHALL’S RESPONSE: Try: If you are not happy and would like me to help you, let me know what you would like me to do. There is no hurry; take your time. I’ll be here to help you when you want me to help.” If you would like me to help you find a friend, let me know. If you want to talk to me alone, just let me know. QUESTION (Part Two): Since he does not respond, I eventually feel forced
READ MORE >>> →QUESTION: When a child does something they shouldn’t, I follow DWS and elicit the consequence from them. There have been times however when I’ve been faced with children who don’t know how to think and apply consequences. What do you suggest? DR. MARSHALL’S RESPONSE: Elicit a consequence only when a youngster has done something that is rather drastic in nature. In the vast majority of times aim at eliciting a procedure. Think of a youngster as a young adult who has just not achieved that stature. You want to help the person redirect impulses. Create a visual procedure to help the younger help him/herself. An example is at this link.
READ MORE >>> →A reader wrote, “I try to stay positive and think of things I can do when faced with a challenge. I’m finding that negativity is contagious and a select few can really bring me down, making it hard for me to stay positive. Do you have any suggestions for how to deal with the naysayers at school?” As you indicated, NEGATIVITY IS CONTAGIOUS. Combat it by being proactive. This is done by the simple truth that THE PERSON WHO ASKS THE QUESTION CONTROLS THE CONVERSATION. Ask questions such as, “How is this conversation enhancing the enjoyment of our day?” “Is there anything else we could talk about so that we will leave feeling good rather than negative?” Persevere! It can
READ MORE >>> →Perhaps of all the approaches I have discovered, the most simple yet most effective one is eliciting, in contrast to imposing. The following are from notes taken by Joy Pelton after attending one of my presentations—used with her permission: ELICIT a consequence; don’t impose it. Don’t tell a student what is going to happen if. . . . Rather, REDIRECT by saying, “George, what do you suggest we do about this?” “What else?” “What else?” until George comes up with a consequence that you agree with. Then respond with, “I can live with that.” PEOPLE DON’T ARGUE WITH THEIR OWN DECISIONS. Two characteristics for changing behavior: (1) There needs to be an acknowledgment that a change is necessary and (2)
READ MORE >>> →QUESTION: I’m having trouble picturing how the DWS process can be done with an entire class at once. I can see how the conversation works with one child but how would you deal with a whole class that is misbehaving? Do you ask each child to tell you what level they’re on? RESPONSE (from a member of the DWS mailring): DWS works pretty much the same whether you’re dealing with the whole class, a small group, or just one child. The same 4 layered steps of the Teaching Model apply. The same 3 steps of the Raise Responsibility system are used when necessary. When you address the whole class, often one or two kids spontaneously take on the responding role,
READ MORE >>> →I received the following communication: First, I want to say that I have taught for 25 years and have never had to use rewards or punishment for discipline. However, I have moved to a new school where every teacher in the school uses the “pull your card” or “move your boat,” etc., resulting in punishments or rewards. I have never had to do this but have been able to TEACH MY STUDENTS TO BEHAVE BECAUSE IT WAS IN THEIR BEST INTERESTS AND THE RIGHT THING TO DO. However, some of the children I am now teaching have no idea how to use self-discipline. They asked me to create a chart. I was ready to make up my own little chart
READ MORE >>> →Mimi Donaldson, a fellow member of the National Speakers Association, recently gave me a copy of her newest book,”NECESSARY ROUGHNESS: New Rules for the Contact Sport of Life.” The book uses football as a metaphor for the challenges of life. Mimi is a best-selling author and international speaker who explains genetic differences between males and females. Here are some of my favorites from Mimi’s book: –While watching a football game on a Sunday afternoon after the whistle blew, Mimi’s friend saw her wiping a tear from her eyes and inquired, “Why?” Mimi responded, “Oh, Joe, “That’s my favorite part of the game. The guy from one team knocked down a guy from the other team. Then he reached his hand
READ MORE >>> →Using A Butterfly Analogy to Explain the Levels of Development The four levels (concepts) can be taught using examples from home, school, and/or personal experiences—as well as from stories and events around the world. Sharing examples of each level increases understanding and makes the concepts more meaningful and personal. Following is how a teacher introduced the concepts. ———– I began by reminding the students of the life cycle of a butterfly. They recalled that there are four stages of development: egg, caterpillar, pupa, and butterfly. We talked about how all butterflies are in some stage of this process but have no control over their movement through the process. We then moved on to comparing the butterfly’s life cycle to that
READ MORE >>> →Just a Small Sample from the Resource Guide Are you willing to try something different if it would help you? How would you like things to be? (Meaning: What do you want?) Does it feel as if we’re moving forward here, or does it feel as if we’re stuck? What would you have to do if you wanted to move forward in this situation? AFTER SOMEONE HAS ACKNOWLEDGED LEVEL B BEHAVIOR: Do you want to be in charge of you or have someone else be in charge of you? Do you want me to be a Level B teacher? What would a Level B teacher probably do now? Effective and ineffective question are on pages 53 – 58 of the
READ MORE >>> →Someone wrote the following: “I am teaching at an urban middle (6-8) charter school in Indianapolis. It is the first year, and the school has expelled a number of kids. I am on a temporary assignment (3 weeks). My teacher friend has adapted the, “They are not serious about their education” approach and has a dumbed down curriculum. “I have had success in simply using the hierarchy when I was struggling with teaching middle school. So I taught the hierarchy. In order to bring the class to order, I used a whole class approach of stating the number of students not at levels C or D and then stating the behaviors being displayed as being either A or B behaviors.
READ MORE >>> →CLASSROOM MANAGEMENT has to do primarily with how things are done to make teaching and learning more efficient and effective. Procedures should be taught before teaching content. A major mistake so often made is assuming that students know what to do without first teaching procedures. Chances are that when you walk into a room, you do not pay much attention to the floor. But if it were missing, you would certainly notice the situation. The analogy works for classroom management. You don’t notice it when it is good. However, the lack of it is readily apparent because the teacher spends unnecessary time with discipline problems. Unless PROCEDURES are explained, practiced, and reinforced, discipline problems will increase. Following is a sampling
READ MORE >>> →I received the following communication: Dear, Dr. Marshall, I am a Special Education teacher at a high school with the Pittsburgh Public School District. I’m currently enrolled in Gannon University of Erie, Pennsylvania in a graduate program of curriculum & instruction. During the course of “Discipline and Classroom Management,” I viewed a small portion of your video. In addition, I’ve read a little of your literature regarding “The Raise Responsibility System” and I think it is fantastic. I intend to study your approach to fostering intrinsic motivation and responsibility for my students. Do you provide an individual package for teachers as opposed to your package for an entire school’s staff, or can you direct me as to what are the
READ MORE >>> →An Interview about Positive Classroom Management with Larry Ferlazzo I began a new feature called “Interview of The Month” where I interviewed various people in the education world about whom I wanted to learn more. This month, my guest is Dr. Marvin Marshall. His ideas on positive classroom management have been a huge influence on my classroom practice. I strongly encourage people to subscribe to his free monthly newsletter, Promoting Responsibility & Learning. Here’s our interview: You’ve been advocating for a more positive approach towards classroom management for quite awhile. What got you thinking about it originally, and how would you summarize it in a few sentences? We now know how the brain operates as it relates to emotions. First
READ MORE >>> →Gain a clear understanding of the differences inorder to pinpoint the cause of a problem. CurriculumCurriculum refers to what is taught. InstructionInstruction has two parts: teaching and learning. A) What the teacher doesIt is the teacher’s responsibility to make the curriculum interesting, relevant, meaningful, and/or even fun. Activities that create interest, challenge, inspire creativity or are personal are excellent approaches. A good starting point is for the teacher to ask, “Why am I teaching this?” and then share the reasons with students. Every lesson should have planned time for reflection in order to enhance understanding, reinforcement, and retention. B) What students doLearning that is retained requires active involvement. We remember: 10% of what we read 20% of what we hear
READ MORE >>> →Promoting Responsibility & Learning – Volume 11 Number 6
#2 Responsibility and gratefulness
#6 Parenting an angry child
#7 Discipline Without Stress and Montessori