Transcript Responsible Thinking Process

By: Sara Sowerwine
April 12, 2011
1.
2.
Using a writing utensil, write your name in
the blank, and follow the instructions on
your handout.
Please continue to fill out the handout
throughout the presentation.
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HINT: What do
you see in this
image? What
color jumps out
at you; black or
white?
http://people.csail.mit.edu/fredo/ArtAndScienceOfDepiction/figGroundVasa.gif
What
way
do the
lines
move?
Do
they
even
move?
http://guybingley.files.wordpress.com/2009/03/rain.gif?w=480&h=428
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HINT: What
color do you
choose to
see?
http://i1.peperonity.info/c/EBAF4C/654550/ssc3/home/051/subhankarkarmakar/gesl
at.jpg_320_320_0_9223372036854775000_0_1_0.jpg
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Today we will be training on the Responsible
Thinking Process.
We will touch on 3 major areas:
◦ What RTP is at a glance
◦ Who is involved
◦ How is works (student and teacher approach) in
detail
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Developed by Ed Ford in the1990’s
Purpose: To encourage students to
respect the rights of others through
responsible thinking.
Teachers have the right to teach
and students have the right to learn
without being disrupted by another.
MUST BE A school-wide program.
Student Disrupts
Student is asked questions: What are you doing? What are
the rules? What do you want to do now?
Student accepts responsibility
for behavior and remains in
class.
Student does not work with
teacher or does not accept
responsibility for behavior.
Student is sent to responsible
thinking classroom to work
on behavior plan.
Student disrupts again.
Student writes a plan that
works for him/her.
Student negotiates plan with
the teacher (or adult who sent
him/her to RTC) and is allowed
to return to class.
Teachers
Students
Administration
Parents
All School
Staff
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Administration
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Must
Must
Must
Must
be trained in RTP
support all school staff
find the funds
make sure he/she maintains the integrity
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Must
Must
Must
Must
be trained in the process
follow the process
be involved
be supported by the administration.
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Must be trained in the process
Must be supported by administration.
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Must be informed of process and the reasons why RTP is being used.
Teachers
Staff (RTP Classroom Teacher, Counselor, Custodians,
Classroom Aides, Kitchen Staff, etc.)Parents/Students
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Administration
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Parents
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Students
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All Staff
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Can you tell me
who gets what
responsibility?
What responsibility
as a teacher will
you have?
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Ask a teacher, you need to decide when a student
with bad behavior needs to be asked “the
question.” But there is more to it than that!
 When Should The Questions Be Asked?
Anytime
 Where Should The Questions Be Asked?
Anywhere
 Who Should Ask The Questions?
Anyone
Remember the 3 A’s to questioning!
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The 3 A’s are?
Think about this: How will you as a teacher ask discipline
questions to have the best results with your students?
Referred By:____________ Place of Disruption:____________ Date:_____
Name of Student Being Referred: _____________________________
Describe The First Disruption in Detail:
Were the RTP Questions Asked?
Describe The Second Disruption in Detail:
Best Time To Negotiate Plan:
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Sit. 1: Little Suzy Q has been crying for attention.
Now it is distracting, to you and all of your
students. You ask her to stop with 2 warnings,
and she won’t quit whining. You question her
and she throws a fit. You ask her to go to the
RTC to write her plan.
Sit. 2: Jake has been sleeping in class again. You
ask him to wake up several times, and now it’s
becoming a distraction to the other students.
You question him, and he calls your class “boring
and stupid.” You send him to the RTC to write his
plan.
Did you feel respected as a teacher?
Did you feel in control of your students?
Was it easier to discipline without feeling
bad?
Student Disrupts
Student is asked questions: What are you doing? What are
the rules? What do you want to do now?
Student accepts responsibility
for behavior and remains in
class.
Student does not work with
teacher or does not accept
responsibility for behavior.
Student is sent to responsible
thinking classroom to work
on behavior plan.
Student disrupts again.
Student writes a plan that
works for him/her.
Student negotiates plan with
the teacher (or adult who sent
him/her to RTC) and is allowed
to return to class.
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What is the word we
repeated in class?
Why is it important?
Can someone tell
me the process in
their owns words?
Teachers
Perspective?
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What are the 3 A’s
to the questions
process? HINT: It’s
about where, when,
and how we ask
questions!
Lets get some
practice with the
questioning
process!
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You must have a trained Responsible Thinking Classroom
teacher who is able to help the student make a sound plan that
includes:
› Acknowledgement of the misbehavior- The student must take
responsibility for their misbehavior in order to change it.
› Why the misbehavior was disruptive- The student must realize why
his/her actions are disturbing the learning process in order to see
the need to change it.
› A specified area for improvement- The student needs to be able to
work on one area of improvement at a time. Too much at once can
be overwhelming.
› A measurable goal within the area for improvement-A goal is
useless unless it can be measured. This way a child knows when
he/she is successfully reaching the goal.
› A detailed outline of how they may accomplish their goal- This
should be a specific plan that discusses exactly what they need to
do to reach their goal.
› A way to record the progress-A chart or graph that can easily
present the difference between the goal and how close the student
is to reaching his/her goal.
Name________________________
Date____
Who referred you to RTC? ________________________
1. Describe, in detail, what you did in order to be sent to RTC.
2. What rule did this break?
3.. Who was affected by your disruption and how?
4. What is your behavior goal going to be?
5. What steps do you need to take in order to change your behavior and reach you goal?
6. Who do you need support from and what do they need to do to support you?
7. Please make a chart or graph that will record your behavior and how close you are to reaching
your goal.
Student Signature________________________ Teacher Signature____________________________
•
By signing this we verify that we are committed to this plan and will take the necessary steps
to make sure it is successful. .
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Sit. 1: You are Little Suzy Q, and you been crying
for attention. Now it is distracting all of your
classmates and the teacher. You won’t stop. Two
warnings, and you keep whining. The teacher
questions you, and you throws a fit. You are sent
to the RTC to write a plan.
Sit. 2: You are Jake and have been sleeping in
class again. You are asked to wake up several
times, and now it’s becoming a distraction to
your classmates. You’re questioned, and you call
the teacher’s class “boring and stupid.” You’re
sent to the RTC to write a plan.
Did you feel respected as a student?
Did you feel you had some choice and say?
Was it easier to see where you went wrong?
Were your perceptions smashed or kept
intact?
In your groups, role play 2 people being a
student with the plan you wrote, and 2 people
being the teacher who is negotiating. Work
together and everyone participate!
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Interventions become necessary when students are not
being successful with their written plan(s).
Often necessary with “chronically disruptive” students
who have visited RTC a number of times.
An intervention team includes: counselor, teachers,
principal, vice principal, social worker, psychologist, or
any other staff that has a positive relationship with the
student.
The purpose: To review current data and make
recommendations to help the student succeed.
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How many times has the student written a plan?
› What parts have worked/not worked?
Does the student spend quality time with anyone?
› If yes, describe. What seems to work?
Does the student participate in classroom discussions?
› Why, why not?
What is the student controlling for (function of behavior)?
› How can the student get what he/she needs without
disrupting the leaning process?
What should be the main focus (goal) for the student?
› This should be focused on the most disruptive behavior, but
should include a high probability of success.
What is the student successful at?
› How can this be incorporated into his/her goal area?
The Student
Is Questioned
The Student
Is Sent To
RTC
The Student
Writes
A Plan With
RTC teacher
An Intervention
Team Gets
Involved
The Student Negotiates
The Plan With
The Teacher and Returns
To Class
= Levels Where
Success Can Occur
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RTP is all about teaching children to respect
the rights of others through responsible
thinking based on the perceptual control
theory.
RTP is a school-wide system of discipline that
involves a questioning process, goal writing
and negotiating by misbehaving students.
Communication is key!
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Bourbon, W. T. (1997). Perceptual control theory, reinforcement theory, countercontrol, and
the responsible thinking process. Retrieved from http://www.responsiblethi
nking.com/rtpvrft.html
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Ford, E. (1994) Discipline For Home and School: Book One. Scottsdale, AR: Brandt
Publishing.
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Ford, E. (1999) Discipline For Home and School: Book Two. Scottsdale, AR: Brandt
Publishing.
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Responsible Thinking Process: A School Discipline Program. Retrieved from
www.responsiblethinking.com