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For Use by Defiant Students Seminar Attendees Only. May not be reproduced. ©Responsibility-Centered Discipline
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LarryThompson
Twitter: @RCDGivemFiveFacebook: Responsibility-Centered Discipline
Website: givemfive.comFor
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BERMUDA TRIANGLE
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Student
Administrator Teacher
PYRAMID OF RESPONSIBILITY
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Essentials For a Successful Learning Environment
PROFICIENTTEACHER
CURRICULUMINSTRUCTION
ANDASSESSMENT
CLASSROOMMANAGEMENT
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Reasons most programs fail: Too difficult, too loose, too scripted
Why RCD Works: Practical, realistic, natural sounding, able to be practiced and skill levels developed Consistency is built into system to support staff
What Works Best?
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Are your kids carrying the weight of the problems they create?
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Or are you?
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Competing Theories In Most Schools
A Better Hug A Bigger Paddle
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Competing Theories In Most Schools
The Heart The HammerThe Brain
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Building Blocks for Success
Resisting negative peer pressure
Academic success
Positive peer relations
Delayed gratification
Self-ControlIntelligence
Intelligence
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Building the muscle of self-control
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Autonomy, Mastery and Purpose
Autonomy: the behaving in a full sense of volition and choice. A basic human need. (Its opposite is control)
Mastery: The desire to get better and better at something that matters. Requires engagement.
Purpose: By nature we seek it-to make a contribution and be a part of a greater good.
(Riverhead Books, 2009)
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Jeremy’s Buttons
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Theory of Motivation
(Riverhead Books, 2009)
Tasks can be divided into two categories:
Algorithmic - a task which follows a set of established instructions down a single pathway to one conclusion.
Heuristic - a task that has no algorithm, you have to experiment with possibilities and devise a novel solution
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Reversed Bicycle
Why So Weak?
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Not Enough Reps of the Muscle
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\
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Keys 4 Conversation
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Letting Students Own Their Behavior
Letting Students Own Their Behavior
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Apathetic Student Attention-Seekers
Hostile Student Manipulators
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-Benefits
-Emotional Control
-Clear Expectations
-Consistency
-Leading the Moment
-Response-Ability
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Pyramid ofResponsibility Student
Leading the Moment
Response-Ability
Benefit
EmotionalControl
Consistency Clear
Expectations
Administrator Teacher Page 13For U
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Develop My דו act with integrity
dress with respect
keep unkind comments to myself
Create a Positive ום for Learning
ppor and enco rage o her learning
be on time and prepared for class
participate actively in learning
keep a positive attitude
Model ך א ד speak at appropriate times
treat everyone with kindness
re pec o her bo ndarie and proper
Be a Responsible ה ו ב be here I m ppo ed o be
use appropriate language
put forth my best effort
accept responsibility
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Consistency: Easy as…
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The Levels of Challenging Moments
Student works well with their teacher and closure happens quickly.
Student may complain, argue or struggle with the process, BUT comes around to working with the teacher and reaching closure.
Student is unable to self regulate and work with through the process with the teacher. Closure can not happen.
Level
1
3
Level
2
Level
Page 20
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Managing Your Filters
Page19Coaching
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Telemarketer
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The 5 Keys to Mastering
Challenging Moments
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Kinesthetic Symbols
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Statements of Support
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Practicing
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Practice Scenario Worksheet
Elementary School Level Practice - Page 27
Middle School Level Practice - Page 31
High School Level Practice - Page 35
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Take the Breakdown out of the Give’em Five conversation and you will have a great method for positive and specific encouragement.
This is also a method to build your confidence and skills for the Give’em five conversation.
Give’em Four Encouragment
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Alternate Plan
Plan B Activites
You’re the model for behavior
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Higher Level of Challenge
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Response-AbilityMats
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Support & BenefitBenefitSupport
FOUNDATION
Which Racket Will You Choose?
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Time Out (of Responsibility): How Much Time is Enough?
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Allowing the Brain to Create a Solution
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Why Change is Hard?
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Changing a Students Trajectory
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Strengthen the Self-Control Muscle
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Allowing the Brain to Create a Solution
• Increases likelihood of recall and implementation• Promotes accountability• Activates mastery in the brain• Builds self-control, self-esteem, self-motivation • Provides powerful discussion if solution fails
“Why didn’t your plan work for you?
vs. “Why didn’t you do what I told you to do?”
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NY ISP Room
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No EffortEffort
With HelpEFFORT!
Helping Others!
Comments:
Check-in #1:
Check-in #2:
Check-in #3:
Check-in #4:
Goal:
Garcia
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Strengthening Our Children
TJ
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