Discipline - Innovative Schools Summit

Basic Skills for Working with Difficult Students

Responsibility-Centered

Discipline

WORKBOOK 1

Empowering

Students

to Take

Responsibility

for Their

Own Behavior

GivemFive.com

™

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For Use by Defiant Students Seminar Attendees

Only. May not be reproduced.

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Sticky Note

For Use by Defiant Students Seminar Attendee Only. May Be Printed for Use by Attendee But May Not Be Reproduced.

Day OneBasic Skills for Working with Difficult StudentsWelcome to Day One of Responsibility-Centered Discipline training. Today you will be challenged to think about your personal views of discipline and to begin the process of developing new skills. You will start the shift from getting students to do things for external reasons – prizes, punishments, awards etc. – to helping students develop responsibility for their own behaviors.

Educators must begin to think of self-control as a muscle that students need to exercise in order to strength-en that muscle. With better self-control, students can motivate themselves, regulate their emotions and meet the academic standards set for them. Most current discipline methods don’t try to build responsibility or self-control, but rather seek to exert control. Thus, the self-control muscle is not strengthened – leaving students unprepared to meet the next challenges they will face in school and in life.

Schools often unintentionally allow students to avoid taking responsibility for their actions, leaving educators frustrated when behaviors don’t change. Responsibility-Centered Discipline will help you close the exits off the road to responsibility – giving the ownership of behavior to your students.

Today will be engaging and challenging. Responsibility-Centered Discipline is based on the principle that schoolwide reform requires an investment by teachers, administrators and students and that when everyone clearly understands their roles in this program, positive change will happen!

Larry ThompsonCreator Responsibility-Centered Discipline

™



Table of Contents

What is Responsibility-Centered Discipline? ....................................................................................................... 2

The Need for Responsibility-Centered Discipline ............................................................................................... 3

The Essentials for Successful Learning Environments ..................................................................................... 4

Competing Theories ................................................................................................................................................ 5

Keys 4 Conversation ............................................................................................................................................... 6

Letting Students Own Their Behavior ................................................................................................................... 7

Apathetic Students .................................................................................................................................................. 8

Attention Seekers .................................................................................................................................................... 9

Hostile Students ....................................................................................................................................................10

Manipulators ..........................................................................................................................................................11

Roadmap to Responsibility ..................................................................................................................................12

Responsibility Pyramid .........................................................................................................................................13

Creating Responsible Students...........................................................................................................................14

Building the Foundations for Your School .........................................................................................................15

Creating Expectations for Your School with Foundations ...............................................................................16

What Are Your School Foundations? ..................................................................................................................17

Three Levels of Compliance.................................................................................................................................18

Filtering Your Words and Actions.........................................................................................................................19

“Give ‘em Five” Guided Conversation Checklist ...............................................................................................20

Kinesthetic Symbols .............................................................................................................................................22

Encouragement .....................................................................................................................................................23

“Give ‘em Five” Statements of Support .............................................................................................................24

“Give ‘em Five” Tips for Success .........................................................................................................................25

Using Your “Give ‘em Five” Skills ........................................................................................................................26

The Response-Ability Process: Pre K – Second Grade ....................................................................................39

References .............................................................................................................................................................45



[ 2 ] ©2020 AccuTrain Corporation

Responsibility-Centered Discipline is an approach to discipline that is based on six core concepts for de-veloping responsible students. The RCD process incorporates an ongoing model and tools for ensuring full implementation. This process is guided enough that it can be observed and coached to help a teacher gain the needed skills. Yet, it is free enough to allow a teacher to use a dialogue that feels comfortable and sounds natural.

RCD has produced remarkable results in all types of schools and at all age levels across North America. School personnel have seen significant decreases in office referrals, detentions and suspensions. As schools have seen student responsibility increase, they have also seen school climate improve and academic results advance.

What is Responsibility-Centered Discipline?

“As a school psychologist I have worked with Larry Thompson for several years. Larry has

implemented one of the few district-wide behavior management programs that I have observed in the past 29 years that actually

works.”

— Randy Zohn M.S., NCSPSchool Psychologist

“The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change and the most powerful

therapy is human love.”

― Bruce D. Perry, The Boy Who Was Raised As a Dog: And Other Stories from a Child

Psychiatrist’s Notebook: What Traumatized Children Can Teach Us About Loss,

Love and Healing

“The research over the past 30 years indicates that classroom management is one of the critical ingredients of effective

teaching.”

— Robert Marzano, Ph.D.Classroom Management that Works

“The presence of disruptive students can have negative effects on their own and all other students’ achievement outcomes.

Thus, reducing disruptive behaviors needs to be a core competency of any successful teacher.”

— John Hattie, Ph.D.Visible Learning

“This model of discipline is deeply compassionate yet empowering to students,

teachers and administrators. Not only will this model create an atmosphere

of cooperation and consideration in the classroom, it has the potential to impact the lives of young people in ways that will bring

quality to their later relationships.”

— Melissa Beck, LMFTTherapist

“Classroom management and relationship building are critical aspects of school improvement. Responsibility-Centered

Discipline is a research-based, systemic reform that promotes both elements. This program does a fabulous job of defining the primary components of the model

in kid-friendly language so that students clearly understand expectations.”

— Vern MinorDistrict Superintendent



©2020 AccuTrain Corporation [ 3 ]

When we do not have the processes and systems in place to shape responsible students, we fail to prepare them for their future and we fail to achieve the academic gains that are possible.

Although seldom assessed and not a high priority for reaching AYP (Adequate Yearly Progress), developing responsible students is a goal for almost every school. Schools spend a great deal of time and resources developing programs and practices to improve instruction regarding reading, writing, math and the other academic areas for their students. Great reforms have been made in instruction, assessment and curriculum.

Educators often complain about students not taking responsibility for their actions, yet they often continue to rely on traditional obedience-based discipline methods with failing results. Most schools fail to understand the systematic changes needed to improve student behavior and the processes needed to reform school climate, improve student effort and enhance teacher morale. Many systems implemented to improve student behaviors fail because they are too cumbersome.

Building positive relationships with students has had a helpful impact on student learning and how students feel about school in general. A study conducted by Jeffrey Cornelius-White found that “most students who do not wish to come to school or who dislike school do so primarily because they dislike their teacher” (Hattie, 2009). “Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary actions” (Marzano, 2003).

The Need for Responsibility-Centered Discipline

“ ”Emotionally exhausted teachers are at risk of becoming cynical and callous and may

eventually feel they have little to offer or gain.

“(Teachers) are so caught up in the daily demands of teaching and all the new initiatives imposed on them that they

simply don’t have time to reflect on how to better help the challenging kids in

their classrooms.”

— Ross W. Greene, Ph.D.Lost at School




X

The Essentials for Successful Learning Environments

Describe what a classroom might look like for each missing example below:

Describe what a classroom might look like for each missing example below.

What would students miss in this classroom?


CURRICULUM ASSESSMENT & INSTRUCTION

CLASSROOM MANAGEMENT

CURRICULUM

ASSESSMENT &

INSTRUCTION

RATE YOUR TEACHER SKILLS

Rate yourself in each critical area of teaching

CURRICULUM

Weakest Strongest

1 2 3 4 5 6 7 8 9 10

ASSESSMENT & INSTRUCTION

Weakest Strongest

1 2 3 4 5 6 7 8 9 10


Weakest Strongest

1 2 3 4 5 6 7 8 9 10

What could you do this year to move yourself to the right?



X

XDescribe what a classroom might look like for each missing example below.





CURRICULUM

ASSESSMENT &

INSTRUCTION

Describe what a classroom might look like for each missing example below.





CURRICULUM

ASSESSMENT &

INSTRUCTION For Use by Defiant Students Seminar Attendees


Competing Theories In Most Schools

A Better Hug A Bigger Paddle


Competing Theories in Most Schools




1. Use student’s name

3. Be in a listening position

2. Protect student’s bubble

4. Be aware of your voice volume

Keys 4 Conversation




Letting Students Own Their Behavior




Apathetic StudentsUnmotivated Students & Daydreamers

These students, unfortunately, are sometimes labeled “lazy.” But, there are always reasons behindapathy in students, and discovering these reasons can open new possibilities in helping them to

loohcs rieht nigninaem lanosrep on ro elttil ees stneduts citehtapA .gni nrael ni tseretni na krapswork and are viewed by their teachers as uninterested, discouraged, and/or distracted.

Displaying apathy can be a controlling mechanism which allows the student to dominate thetime of the teacher or parent. It encourages the adults to feel guilty that they aren’t thereenough for the student. It also perpetuates dependency in the student and a blockage of suc-cess experiences.

Copied with permission from Innovative Strategies for Unlocking Difficult Children by Bowman, Cooper, Miles, Carr & Toner © YouthLight, Inc. www.youthlight.com

Apathetic students, unfortunately, are sometimes labeled “lazy.” But there are always reasons behind apathy in students, and discovering these reasons can open new possibilities in helping them to spark an interest in learning. Apathetic students see little or no personal meaning in their school work and are viewed by their teachers as uninterested, discouraged and/or distracted.

Displaying apathy can be a controlling mechanism which allows the student to dominate the time of the teacher or parent. It encourages adults to feel guilty that they aren’t there enough for the student. It also perpetuates dependency in the student and a blockage of success experiences.


“Attention Seekers” are students who are attempting to meet their need for attention. Many attention seekers are attempting to meet their needs for love and belonging and to a somewhat lesser extent, for power and/or fun.

These students may feel the need to “elevate” their value as seen by others. They may exhibit these behaviors as a means of getting attention from others. They may not have the ability to solve, or cope with problems in other ways. Their parents may have solved many of their adolescent’s battles and thereby deprived the student of the opportunities to problem solve and learn their own Response-Ability process skills and confidence. They may be striking out or seeking revenge at someone due to feelings such as hurt, anger, and jealousy.

Attention SeekersGossipers/Tattlers & Class Clowns








Many “Attention Seekers” are attempting to meet their needs for love and belonging and, to a somewhat lesser extent, for power and/or fun.

Attention Seekers may feel the need to “elevate” their value as seen by others. They may not have the ability to solve or cope with problems in other ways. Parents may have solved many of these students’ battles and thereby deprived them of opportunities to problem-solve and to learn their own Response-Ability process skills and confidence. Attention Seekers may be striking out or seeking revenge at someone due to feelings such as hurt, anger and jealousy.








Hostile students are those attempting to meet their need for power. Most hostile or aggressiveacts are attempts to communicate feelings of hurt and inner pain. Some may express revengeor be a part of the grief and loss process. They are powerful because their behavior arousesconfusion, mental or physical flight, and a sense of helpless frustration and leads to tears orrage. These acts rob the victim of the ability to deal with the situation calmly and competently.

Hostile students may take various forms. Aggression may be provoked or unprovoked or maytake the form of a tantrum. Aggression may be physical or psychological or both.


Hostile StudentsSherman Tanks, Snipers & Exploders

Hostile students may be attempting to meet their need for power. Most hostile or aggressive acts are attempts to communicate feelings of hurt and inner pain. Some may express revenge or be working their way through the grief-and-loss process. They become powerful because their behavior arouses confusion, mental or physical flight, or a sense of helpless frustration that can lead to tears of rage.

Hostile students may take various forms. Aggression may be provoked or unprovoked or may take the form of a tantrum. Aggression may be physical or psychological – or both.








- tcid erp emos eveihca ot enoemos ediugsim ro noitamrofni evigsim yletarebiled srotalupinaMable payoff. Players become increasingly adept with practice and confident with success.Manipulators often need power and want control. They have a goal in mind of how they wantother people to behave or believe. Skilled players develop back-up plans.

Truth Benders and Game Players often look at their relationships at home and school as road-blocks to achieving what they want. Depending on their situation, children may have observedother adults in their home simply lying to get out of trouble or bending the truth to get somethingdesired. Children may see their friends repeating the same behaviors and watch movies wherethis type of behavior is considered “normal.” Unfortunately over time, adults may have inad-vertently rewarded this behavior by allowing the child to get what they want. The media mayhave normalized the truth bending and game playing so that over time, the student developsunhealthy patterns of behavior that the child often receives negative consequences for at schoolor at home. This chapter seeks to identify those behaviors and develop healthier means of inter-acting with others.


ManipulatorsTruth Benders & Game Players

Manipulators deliberately “misgive” information or misguide someone to achieve some predictable payoff. Players become increasingly adept with practice and confident with success. Manipulators often need power and want control. They have a goal in mind of how they want other people to behave or believe. Skilled players develop back-up plans.

Truth Benders and Game Players often look at their relationships at home and school as roadblocks to achieving what they want. Depending on their situation, students may have observed other adults in their homes simply lying to get out of trouble or bending the truth to get something desired. These students may see their friends repeating the same behaviors and watch movies where this type of behavior is considered “normal.” Unfortunately, over time, adults may have inadvertently rewarded this behavior by allowing the child to get what he or she wants.











Student

Emotional Control

Response-Ability

Administrator Teacher

ClearExpectations

Leadership inChallengingMoments

Benefits forChangingBehavior

Consistency

Responsibility Pyramid

Six Keys to Creating a Responsible School




Each school mission statement should include the goal of preparing students to be responsible, productive citizens. RCD focuses on six keys that a school must have in place to help build a culture of more self-responsible students. These six keys will help you increase a climate of responsibility in your classroom and school. Such climate change will help everyone in the school to more effectively and efficiently navigate day-to-day challenges.

1. Benefits for Changing Behavior: Explaining to students how they will benefit from changing a behavior can encourage students to want to make a change. Benefit statements should focus on the benefit to the student -- not the teacher. The statements could focus on short-term or long-term benefits.

2. Emotional Control: When the adult becomes emotionally charged, the child will often project the problem onto the adult and shift the accountability away from herself. The process RCD uses to help is called “Give’em Five”™. ”Give ‘em Five” provides five guiding themes on which educators can focus during difficult conversations with students: “Support,” “Expectation” (the desired behavior), “Breakdown” (where the behavior is failing to meet the Expectation), “Benefit” (of changing the behavior) and “Closure.”

3. Clear Expectations: Explicitly setting forth expectations for students and consequences of meeting or not meeting the expectations helps the accountability to be placed on the student and builds responsibility.

4. Consistency: Consistency is a key factor in building accountability. When expectations are inconsistently enforced, a child shifts the focus of accountability and may question why expectations are being enforced at some times and not at others. The student therefore does not focus on his or her behavior or the breakdown in the expectation. This again takes away the feeling of accountability and will not move the child toward becoming more responsible for his actions. Developing clear routines helps greatly with consistency and expectations.

5. Leadership in Challenging Moments: Unintentionally, teachers often undermine their ability to lead when they use statements like, “Do you need to see the principal?” or “Do you want me to call your parents?” Statements like these can cause the student to perceive the teacher as unable to handle the situation. When an educator is not a master of challenging moments with students, he is more likely to undermine his ability to lead. When that educator becomes a master of challenging moments with students, he can be seen as capable and confident.

6. Response-Ability: Accountability occurs when the student is allowed to generate a solution for the problem, articulate that solution to the adult, and implement the solution he or she has created. This places great accountability on the child and results in a growth model for responsibility. If the proposed solution is successful, the student’s confidence can be improved. If the suggested solution fails, the discussion remains focused on the student and his or her solutions, allowing the accountability to remain with the student instead of shifting to the adult. Too often educators have addressed problems with time, punishments and anger. RCD encourages students to solve their own problems. (Example: Instead of telling a student that he has lost recess for the week, tell him you are not comfortable with the way he is treating others and will have him play in a restricted area until he can come up with a plan with you that will change this behavior and keep others safe. This places the accountability on the student and not on a timeframe or on you.)

Creating Responsible Students




Establishing “Foundations” is an opportunity to collaborate with colleagues about the qualities, skills and attributes that educators want their students to leave with -- after the year or years of being influenced by the staff and the school. Most often these will be themes built around respect, honesty, effort and academic skills.

The purpose for this activity is to focus on the big picture of student behavior and to create some major goals for the building. Once these Foundations are established, they will be used to provide teachers a common language and to support teachers as they learn the “Give ’em Five” guided conversation. These Foundations can be referred to when teachers address students; helping to build consistency from classroom to classroom.

Educators are encouraged to post these Foundations in each classroom making them observable by teachers and students. The Foundations that are established will support teachers while learning the RCD process and will support the goals of building improved behaviors.

Building the Foundations is much more than simply having colleagues do an activity that helps them think about some common goals for student behaviors. The Foundations will become an essential part of the RCD process and will enhance skill development of the “Give ’em Five” conversation. Because every room of the school has the Foundations posted, they will provide support for teachers when their skill level with “Give ’em Five” is not yet at the mastery level.

When working through a “Give ’em Five” conversation with a student, the Expectation would be found in the Foundations that are posted on the wall. Once the Expectation is identified, it is easy to address the “Breakdown” of that Expectation with the student. When two of the five elements of the “Give ’em Five” conversation are supported by referring to the Foundations, it can be a great help as educators are working to become masters of challenging moments with students.

Example:If a teacher is talking with Trey about using appropriate language, she can now look to the Foundations and see Respect. The teacher can then share with Trey that respecting each other is an Expectation in the classroom. By using inappropriate language, Trey was not respectful and the language could be offensive to her and others.

Building the Foundations for Your School

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Foundations provide support for teachers when their skill level with “Give ’em Five”

is not yet at the mastery level.

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Three Levels of Compliance

RCD uses three levels of compliance when working with schools to help staff evaluate and respond to challenging moments with students. Dividing the levels of compliance helps with building consistency and is a key component for training teachers to become masters of these challenging moments.

Compliance Level One:

A Level One student has made a mistake in class and has demonstrated a behavior that a teacher or staff member needs to address. At this level the student quickly realizes he has made a mistake, takes ownership of the problem and works well with the teacher to resolve the issue. This is the level where teachers begin to practice the “Give ’em Five” conversation.

Compliance Level Two:

The behavior that indicates that a student is not working with the teacher may manifest itself in many different ways: arguing, denying, pointing out other students’ behaviors, ignoring the teacher or interrupting. At this stage the teacher must use additional strategies to redirect the student and to keep the “Give ’em Five” conversation on track. The Level Two student is able to gain self-control and to finish the process with the teacher successfully. The Level Two student is more challenging, however a teacher that is a master of challenging moments can often create success with these students.

Compliance Level Three:

A Level Three student is a student that is unable to maintain self-control through the “Give ’em Five” conversation. Despite the teacher's strong skills in redirecting and supporting the student, this student refuses to give her best effort and to work through the process with the teacher. This student would be asked to leave the classroom and be referred to the office.

Level One: The student quickly recog-

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accept responsibility –

including arguing, denying,

tattling, ignoring the teacher,

or interrupting the teacher.

Level Three: The student refuses to

accept responsibility and is

unable or unwilling to work

through the process with

the teacher.




STUDENTS

FILTERS

Words

Filtering Your Words and Actions

Actions




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“Give ’em Five”The Guided Conversation Checklist

> Keep it private> Model & encourage good

listening> Keep safety in mind> Maintain a non-threatening

position> Be aware of your voice,

posture and words> Stay out of power struggles> Observe and coach

toward the expectation> Praise and encourage as

behavior improves> Restart your conversation

if needed> Allow more time if

needed> Keep it conversational

and not scripted

*The order of steps may vary.




“Give ’em Five”The Guided Conversation Checklist

q Support

q Expectation

q Breakdown

q Benefit

q Closure5

My Mastery

Moment:




“Give ’em Five” Kinesthetic Symbols

Support

Expectation

Breakdown

Benefit

ClosureFor Use by Defiant Students Seminar Attendees



Throughout this training, much of the focus has been on working with students when they fail to meet expectations. Something of even more importance is to notice and recognize students when they give their best effort and are meeting the expectations.

It is a good idea to circulate around the room or school often and take time to notice the good things students are doing. Most schools have a computer-based management system to track student behavior. Make it a practice to complete a positive referral at least once a month to recognize a student who is showing great growth or leadership. Taking a few minutes to make two positive calls home per month will show kids you recognize their positive efforts as well. The few minutes it takes to complete these tasks can save valuable teaching time in the future.

When giving encouragement, it is easy not to be descriptive enough and simply to say things like “Good job!” “Way to go!” or “Well done!” When giving encouragement for a developing skill, it is important to be descriptive in an effort to increase the chances of that behavior being repeated by the student. When you remove the Breakdown from the “Give ’em Five” conversation, it becomes a highly effective means of encouraging students and can be an excellent way to reinforce behaviors you desire.

Example:

Support: “Joey, your participation in class is excellent! I enjoy hearing your input.”

Breakdown: (NONE)

Expectation: “You raised your hand and were patient, just like I have asked the class to do.”

Benefit: “Waiting for your turn to speak like you just did allows everyone to hear your answer.”

Closure: “Thanks for being a good leader and working so hard today.”

Encouraging students by using this framework is an excellent way to increase your confidence level in using the “Give ’em Five” guided conversation. When using this format to encourage students, the anxiety regarding how the student may respond to a complete “Give ’em Five” conversation is diminished. This provides a “safe” way to improve skill level.

HINT:

When you are frustrated and it seems as if things are not going well in your classroom with student behavior, taking the following steps will help get things back into perspective:

1. Stop what you are doing.

2. Find three students doing what they are expected to do.

3. Privately use “Give ‘em Five” (minus the breakdown) for effective encouragement.

Encouragement




“Give ’em Five” Statements of Support

My Statements of Support

1.

2.

3.

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1. Support nMake the Support about the student’s strengths. nKeep the Support related to the topic. nBe yourself. Try to be genuine and avoid sarcasm. nShow empathy, but avoid statements such as “I understand,” “I know what that feels like,”

or “You are feeling…” nThe Support should relate to your role in their life.

2. Expectation nYou can refer to your Foundations to restate the Expectation of your class or school. nYou do not have to use the term “Expectation.”

3. Breakdown nWhen describing to the student where he did not meet the Expectation, be as specific as

possible. Often, if a student does not know if you heard or saw the behavior, he will choose to argue the small details to avoid taking ownership in the real issue.

4. Benefits nBenefits should relate to life skills and not token rewards. nDo not make the Benefit about not being in trouble or not receiving a consequence. nPossible Benefits could be: making more friends, gaining respect, getting a higher grade,

being more prepared for college or the next year’s courses, being a good leader, being safe.

5. Closure nClosure is often the most challenging for staff to master. This skill requires closely observing

student behavior and evaluating if you feel the problem is resolved and you can move forward. nIn Closure situations, students may not be happy, but they are willing to accept your input and

move on with the things they need to do. This means that they can allow the conversation to end in a positive way and that their comments are appropriate.

nIf a student is not responding appropriately, she would no longer be considered a Level One student. You may have to work with her to determine if the situation has improved and you can reach Closure, or if the situation has reached Level Three, an office referral is most appropriate.

nThis process is strengthened when staff can practice together, observe and discuss the levels others are viewing. This can help establish more consistency in tolerance levels for the entire school.

“Give ’em Five” Tips for Success




Using Your “Give ’Em Five” Skills

Elementary ExampleYou call on Eric and he answers the question incorrectly. Pam begins to laugh and says, “That figures, you should have called on someone else.”

(Select the Foundation or Foundations to help guide your conversation.)

Respect

Using your “Give ’em Five” skills, complete your conversation with Pam below:

qSupport “Pam you are a good student and I believe you knew the answer to the question I asked. Thanks for raising your hand. I’m so glad you were being a good listener.”

qExpectation “I want everyone in our class to get a chance to answer questions and it is important that we are always treating others kindly and doing our best to be respectful.”

qBreakdown “Laughing at Eric when he gave the wrong answer could be embarrassing to Eric and make him not want to try next time. I know that comment would not help anyone do better in our class.”

qBenefit “When you treat others the way you want to be treated, you will make more friends and be seen as a leader in our class. I know how much you like to be the leader when I need help.”

qClosure “When I call on people a little later in the class period, can you do your best to be respectful of all the kids, even if they miss the answer?”

Consequence if one given: None assigned.

What is Pam’s responsibility in fixing the problem? Showing more effort to be respectful and correcting this behavior later in the hour.

5




Elementary Scenario OneDerrick has asked to get a drink and you gave him permission. As you look in the hallway, you see Derrick is playing in the water fountain and has found a way to spray the kids walking past him.

(Select the Foundation or Foundations that could help guide your conversation.)

______________________ ______________________

Using your “Give ’em Five” skills, complete your conversation with Derrick below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________

Consequence if one given: _______________________________________________________________________________________________________________________________________

What is Derrick’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

Using Your “Give ’em Five” Skills

5




Using Your “Give ’em Five” SkillsElementary Scenario Two

Tina is cutting in the line for the slide at recess. You can hear other kids complaining and actually see Tina move herself to the front of the line.


______________________ ______________________

Using your “Give’em Five” skills, complete your conversation with Tina below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________


What is Tina’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Using Your “Give ’em Five” SkillsElementary Scenario Three

When the class comes in from recess, you notice that Ashley has a watch on each wrist, although she does not wear a watch. You ask one of the students who normally wears a watch if Ashley has her watch. She says, “Yes. She made us give her our watches at recess if we wanted to have a swing.”


______________________ ______________________

Using your “Give’ em Five” skills, complete your conversation with Ashley below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________ Consequence if one given: _______________________________________________________________________________________________________________________________________

What is Ashley’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Using Your “Give ’em Five” SkillsMiddle School Example

You have given the class 15 minutes of independent work time to finish up the assignment, and you have asked them to work quietly on their own. You pass by Kim’s desk after five minutes and you notice that she has not been working. You remind Kim that she needs to use this time to get some of the math problems finished. You come back by after ten minutes and Kim has still not begun working.


Responsibility ______________________

Using your “Give’em Five” skills, complete your conversation with Kim below:

qSupport “Kim, you are a good student and capable of doing the work I have assigned today.”

qExpectation “I have asked everyone to use this time wisely and to attempt to get these problems done before class is finished.”

qBreakdown “I came by about five minutes ago and reminded you to get started. Now after ten minutes I see that you have still not begun working on your assignment.”

qBenefit “Using the time in class allows me to check your work and be sure you are ready for the test on Monday.”

qClosure “Can you begin working and give your best effort on this assignment for the remaining time in class? I would like to see what you have done when class ends – so please see me before you leave.”

Consequence if one given: See me before she leaves class and show me her work. I may also need for her to show me her work before she goes home after school. I want to be sure that she is doing the work correctly, so she does not practice incorrectly at home.

What is Kim’s responsibility in fixing the problem? To do the work and to show me before she leaves class – and possibly again before she leaves school.

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Using Your “Give ’em Five” SkillsMiddle School Scenario One

Alex is sitting behind Brenda in class. You notice that he is laughing and his friends are all smiling as if he is up to something. As you look closer, you can see that he has tied Brenda’s backpack straps to her chair -- which will cause some problems when the bell rings and Brenda tries to leave.


____________________ ______________________

Using your “Give’ em Five” skills, complete your conversation with Alex below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________ Consequence if one given: _______________________________________________________________________________________________________________________________________ What is Alex’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Using Your “Give ’em Five” SkillsMiddle School Scenario Two

A group of students are sitting together at a table. You see that Chantel is talking with a group of friends, looking and laughing at another student across the room. It is obvious that she is making fun of the student. You can see that the other student is aware and is bothered by this.


____________________ ______________________

Using your “Give ’em Five” skills, complete your conversation with Chantel below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________


What is Chantel’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Using Your “Give ’em Five” SkillsMiddle School Scenario Three

Carlos is sitting in the back of the room. You notice that while students are sharing their projects, he has his ear buds in and is listening to music.


______________________ ______________________

Using your “Give ’em Five” skills, complete your conversation with Carlos below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________


What is Carlos’ responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Using Your “Give ’Em Five” Skills

High School ExampleXavier raises his hand to get your attention. You are talking with another student and Xavier yells out, “Hey (teacher first name) do you think you could get me some help over here?”


Respect ______________________

Using your “Give ’em Five” skills, complete your conversation with Xavier below:

qSupport “Xavier, I know I was tied up for a while with another student’s question and I am glad you are trying to get this assignment done.”

qExpectation “Xavier, it is important that we are respectful to one another and calling a teacher by her first name feels disrespectful. I ask that you call me (teacher’s last name) when you need my attention.”

qBreakdown “I heard you call out my first name when you wanted my attention.”

qBenefit “We all get frustrated at times, but learning to be respectful even when we get frustrated can be an important skill in a job or a college class in your future.”

qClosure “Can I count on you to use the appropriate ways to get my attention and to be respectful even if you have to wait a few minutes for my help. I would also like you to think of a few things you could do if I am tied up with another student for a while, so you could keep working on your assignment.”

Consequence if one given: None assigned (this was the first incident of this type with Xavier).

What is Xavier’s responsibility in fixing the problem? Gave Xavier the task of figuring out a few things he could do if I am tied up with another student, so he would not have to just sit and get frustrated – but could keep working on the assignment. I will follow this up after the class or tomorrow when I see Xavier.

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High School Scenario OneVanessa comes into the classroom without her textbook for the third day in a row. You have reminded her the past two days and feel you need to have a conversation with her expressing your concerns.


____________________ ______________________

Using your “Give’em Five” skills, complete your conversation with Vanessa below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________

Consequence if one given: _________________________________ ______________________________________________________________________________________________________

What is Vanessa’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________


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High School Scenario TwoYou instruct all students to clear their desks and to get ready for a review activity. After giving students enough time to be ready, you notice that Dylan is texting on his phone and his desk has not been cleared off. You start the class on the assignment, then go to visit with Dylan.


____________________ ______________________

Using your “Give’em Five” skills, complete your conversation with Dylan below:


qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________


What is Dylan’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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High School Scenario ThreeAs you are walking down the hallway, you see a female student walk by Jennifer and a few friends. After the girl has her back to them, Jennifer laughs and flips the girl off.


____________________ ______________________

Using your “Give ’em Five” skills, complete your conversation with Jennifer below:


qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________

Consequence if one given: _________________________________ ___________________________________________________

What is Jennifer’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________

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Practice ScenarioLevel (Elementary, Middle or High School): ___________________________________________

Scenario: _______________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


____________________ ______________________

Using your “Give’em Five” skills, complete your conversation with the student below:

qSupport _______________________________________________________________________________________________________________________________________________

qExpectation ____________________________________________________________________________________________________________________________________________

qBreakdown _____________________________________________________________________________________________________________________________________________

qBenefit _______________________________________________________________________________________________________________________________________________

qClosure __________________________________________________________________________________________________________________________________________________________________________________________________


What is the student’s responsibility in fixing the problem?_________________________________________________________________________________________________________________________________________________________


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At times, a teacher will attempt to begin a “Give ‘em Five” conversation with a young child and soon realizes the child is now moving toward a compliance Level Two. The child may be crying, arguing, disengaging, or any other type of response that indicates the child is not yet ready to work with the teacher. This is when the in-class Response-Ability Area is a great option. Young children learn best from very concrete examples.

The Response-Ability Mats are a set of three mats placed in a classroom in a location that is not a focal point for others. The first mat is red with a picture of an angry face. This is the first mat a child may choose to go to if she is mad or upset. This is a safe place for the child to cool off. The second mat is yellow with a picture of a thinking face. This space is for a child to begin processing through what happened and what he could have done differently. The last mat is blue with a smiling face and giving the thumbs up signal. When a student moves to this mat, he is nonverbally communicating to the teacher that he is ready to talk.

When the teacher sees signs that the student is resisting working with her, the teacher can gently guide the student in the use of the Response-Ability Mats. Like any new routine introduced in the classroom, repetition of expectations while in the Response-Ability Area must be clearly defined and practiced throughout the year. Likewise, if the teacher presents this as a positive “tool” for solving problems, students will perceive it as positive as well.

Response-Ability is often confused with more traditional “time-outs.” A traditional time-out is actually much different from the Response-Ability Mats. Response-Ability Mats promote students becoming responsible for themselves and coming up with their own solutions while time-out tends to be much more obedience-based such as, “You sit here until I tell you that you can leave!” In the Response-Ability Area, students control the time. Keep in mind self-regulation may take longer for some than others. Students move to the next colored mat when they feel they are ready. Of course, at times some coaching may be necessary for younger students just learning this process -- but ultimately the goal is for the child to learn to self-regulate.

Red Mat Yellow Mat Blue Mat

The Response-Ability Process: Pre K – Second Grade




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References

Bowman, R., Carr R., Cooper K., Miles R., Toner, T. (2007). Innovative Strategies for Unlocking Difficult Children. Chapin, SC: Youthlight, Inc.

Green, Ross W, Ph. D. (2008). Lost at school: Why Our Kids with Behavioral Challenges are Falling through the Cracks and How We Can Help Them. New York: Scribner.

Hattie, John A. C. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.New York: Routledge.

Marzano, R., Marzano, J. and Pickering, D. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, VA: Association for Supervision and Curriculum Development

Osher, D., Sprague, J. Weissberg, R.P. Axelrod, J., Kennan, S. Kendziora, K. et al. (2007) “A Comprehensive Approach to Promoting Social, Emotional and Academic Growth in Contemporary Schools,” Best Practices in School Psychology.

Public Agenda (2004). Teaching Interrupted: Do Discipline Policies in Today’s Public Schools Foster the Common Good? New York: Public Agenda.




Notes

Roadmap to Responsibility: The Power of Give ‘em FiveTM to Transform Schools By Larry ThompsonFacing disciplinary conflicts and challenging moments with students is hard enough, but not knowing what to do is particularly stressful. Roadmap to Responsibility: The Power of Give ‘em FiveTM to Transform Schools represents an unprecedented paradigm shift in the area of school discipline. It provides a step-by-step plan for making a long-term, positive difference in schools that will make educators less stressed and more empowered, while influencing students positively for the rest of their lives.

$17.95

Response-Ability Mats and Ricky Ritat Goes to School By Larry ThompsonThis book is designed to help teachers explain how the Response-Ability Mats process works. The mats help make the process of Responsibility-Centered Discipline tangible for younger students. The child uses the red mat to regain composure, then moves to the yellow mat when he or she is ready to begin thinking about what she could do differently. The child then moves to the blue mat when he is ready to work with the teacher. Each mat measures 12”x 12”.

$49.95/Mats and $59.95/Set

RESOURCES

To Order: email [email protected] | www.givemfive.com

Give ‘Em Five A Five-Step Approach to Handling Challenging Moments with Students By Larry Thompson & Angela ThompsonHave you ever been faced with a student who is defiant, oppositional, “in-your-face” and you momentarily lose your ability to handle the situation as well as you would like?

The Give ‘Em Five approach has been used with much success by classroom and special education teachers, administrators, counselors and support staff across North America. This book places at your fingertips 30 case examples of challenging moments and provides specific recommendations for how to handle different situations with students who are attention-seeking, manipulative or apathetic. Collectively, these cases can help you and your colleagues to gain fresh ideas for how to handle those moments when students need our feedback, but the right words aren’t always there for us.Grades K-6 – $24.95 Grades 7-12 – $24.95

Visible Learning By John HattieThis unique and ground-breaking book is the result of 15 years of research and synthesizes over 800 meta-analyses relating to the influences on achievement in school-aged students. It builds a story about he power of teachers and of feedback, and constructs a model of learning and understanding. Visible Learning presents research involving many millions of students and represents the largest collection ever assembled of evidence-based research into what actually works in schools to improve learning. $69.95

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Phone: 800-251-6805 | Fax: 757-227-6804 Email: [email protected]| www.givemfive.com

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