Transcript The Restitution Toolbox

Copyright
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Please Do Not Use or Reproduce the
contents of Toolbox without the consent
of Joel Shimoji.
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[email protected]
Welcome to
The Restitution Toolbox
Ingrid Pedersen
Joel Shimoji
March 5, 2004
What’s in the Toolbox?
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Introduction
Basic Needs
T-Charts and Y-Charts
30 Second Interventions
Weaving
Collapsing Conflict
Recommended Reading
The Hardest Job There Is
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William Glasser contends that effective
teaching is not only the hardest job in the
school, it is the hardest job there is.
Job Types
Things
People
Compliant
Resistant
The September 10, 1997 issue of the Journal of the
American Medical Association includes an article
entitled "Protecting Adolescents from Harm" (JAMA.
1997;278:823-832). The most significant finding of
this article was:
"Parent-family connectedness and
perceived school connectedness were
protective of every health risk behavior
measure except history of pregnancy."
Academic Achievement
Traced
Technical
6%
Factors beyond
the school’s control
18%
Quality of
human interaction
76%
The Big Picture
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M
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Behavior
Prosocial behavior
“Grey Area” behavior
Toolbox
Social contract Restitution
lessons:
• T-charts
• Needs
• Y-charts
• Behavior car
• 30 sec. interventions
• Weaving
• Collapsing conflict
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Bottom line behavior: Prevents learning, compromises safety
Violence/ harassment
Drugs
Weapons
Defiance
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R
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m
o &
v
e
P
r
o
a
c
t
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v
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R
e
s
t
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R
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t
e
 The
Five Basic Needs
Connection
Success
Survival
Fun
Freedom
Control Theory in the Class
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The characteristics of the 5 basic needs:
• are universal
• are genetic and in-born.
• can evolve over time.
• are our internal motivation.
ALL behavior is purposeful. (To meet a need)
Each of us is responsible for meeting our own
needs.
Helping to create an environment where others can
responsibly meet their needs will make a stronger
group.
Basic Needs
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Connection
Survival
Success
Freedom
Fun
Food
Clothing
Shelter
Sex
Security
Safety
Health
Love
Belonging
Caring
Cooperation
Accepting
Nurturing
Roles
Achievement Choice
Joy
Competence Expression Excitement
Power
Significance Spontaneity
Competition Synergy
Learning
Defining
Exploring Playing
Commanding Flexing
Games
Ideas
Dreams
How & What
How & What
How & What How & What How and What
Work
Projects
Hobbies
Strength
Education
Imagining
Independence
Language
Synthesis
Merging
Family
Friends
Teams
Networking
Joining
Here and now
Hands-on
Action
Challenge
Creativity
Working
Earning
Saving
Protecting
Sexuality
Success
Who Are You?
Connection
Joel
Ingrid
Connection
Connection
Success
Freedom
Fun
Fun
Freedom
Success
Fun
Personal Needs Analysis
Scale
4- Totally
met
Need
Person (+)
Dena
Person (-)
Mr. X
Activity (+)
Flea Market
Activity (-)
Shovel Driveway
Success
4
2
3
2
3- Mostly
met
Fun
4
1
4
1
2- Met a
little
Freedom
4
1
4
1
4
1
4
1
Connection
1- Not met
Adapted from Bruce Innes and Perry Goode
What’s It Getting You? The Needs Behind Misbehavior
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1) “What were you trying to get by (name the behavior)
Tapping pencil, hitting, swearing
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Alternative: “What were you avoiding by _________”
2) Find the need. Listen for statement for the need.
a) If you hear a need ask
tray.
b) If you get a “I don’t know” pass the needs
Behavior
Hitting
Disruptive
Tripping
Kicked
What it was getting
Stand up for self
“Off my case”
“Have some fun.”
“Be my friend”
Need
Power
Freedom
Enjoyment
Belonging
3) STATE: “Should I tell you not to ( __Meet your need__)? “ Child answers: NO
4) STATE; “I agree with you.”
5) ASK: “Is there a way that you can (meet your need) without getting into trouble?”
Y Charts and T Charts
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In 7 Habits of Highly Effective People, Covey
outlines habit 2 as “begin with the end in mind.”
Just as contractors draw up blueprints prior to
construction, teachers should help students to
build a sensory snapshot of the ideal class.
These charts help give you and your students a
clear understanding of your destination.
The Y chart is the destination/mission statement,
the T chart is the map.
Writing these sensory indicators (looks like,
sounds like, feels like.) clarifies thought and
helps break the whole into parts.
My Job, Your Job
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As an opening exercise, a great way to set the
climate of your class is to do a t-chart:
My Job
Your Job
1) To teach the curriculum
2) To manage a safe class.
3) To mark assignments and
tests promptly.
4) To provide tutorials when
needed.
5) Respect: Treat people
fairly.
My job is not to:
1) To learn/ study for tests
2) To bring all materials to
class.
3) To respect the right of
others to learn.
4) To complete assignments on
time.
5) Be on task: Own your own
behavior.
Your job is not to:
1) To give or take abuse
2) To read your mind
3) To “make” you work/behave
1) To give or take abuse
2) To manage this class
The Best Class
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Another way to set the climate is to get the
students to brainstorm “If this was the best
class you ever had, what would it look like?
Sound like? What would we be doing?
Looks Like
The Power of a Question
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Managing behavior with a questions is powerful
because:
1) It puts you and your students in a cooperative
rather than confrontational
situation.
2) As it is a request, it doesn’t make the student
defensive.
3) If a student chooses not to comply, it
doesn’t
reflect poorly on you.
4) If told something, the strong things to do is
to rebel.
5) It gets them thinking (cerebrum) instead of
survival mode. (medulla)
30 Second Interventions
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RULES OF ENGAGEMENT
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NON-CONFRONTATIONAL, "HIT AND RUN"
 ASK A QUESTION, or GIVE THE ANSWER
 “YOU CAN HANDLE IT”
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“THANKS”
30 Second Interventions
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These interventions help students get back
on track in a non-confrontational way:
Is what you’re doing okay now?
When will you be
ready to start?
It looks like you have
a problem. How can I
help you solve it?
What’s the
Rule?
What are you supposed
to be doing?
What’s your
Job now?
What can I do
to help you so
you can _____?
Can I help you
get started?
How You Say It is More
Important Than What You Say
Words
10%
Tone
35%
Face and
Body
55%
Face and Body
Tone
Words
Control Me If You Can
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Method
Avoid
pain
Seeking
reward
Selfrespect
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Teachers typically use one of five modes to
“control” behavior.
Avoid Pain
Punisher
Teacher does
Teacher says
Legacy
Student says
Student
outcome
Yells and
points
“If you
don’t I’ll..”
Guilter
Preaches and
shoulds
“You should
have known
better.”
Reward from others
Self-respect
Buddy
Manager
Monitor
Makes
excuses
Counts and
measures
“Do it
for me.”
“What’s the
rule?”
Asks
questions
“What do
we believe?”
Rebel,
blame
I don’t
care.
Hide, lie,
deny
Dependency Conformity
Strengthen
I’m sorry
I thought
you were
my friend.
What can I do
to fix it?
Repeat
offense
Low
self-esteem
Consequence
Weakness oriented
How high?
How far?
Extrinsic Motivation
Selfrestitution
Intrinsic
motivation
Collapsing Conflict
Jenna
Go to friend’s
party with
sprained ankle
Love and
belonging
Joel
Wants
Needs
Manage
the injury
properly
Safety
1. Go for a max. of 2 hours 3. Foot up
2. No dancing
4. You’ll drive
Diane Gossen
Interested in Learning More?
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Text references:
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1)Restitution: Restructuring
School Discipline Diane Gossen
By William Glasser
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2) Control Theory
3) Control Theory in the
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Classroom
4) Schools Without Failure
5) The Quality School
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6) Choice Theory
By Alfie Cohen
7) Punished by Rewards
8) Beyond Discipline: From
Compliance to
Community
By Steven Covey
9) The 7 Habits of Highly Effective
People
Website: www.realrestitution.com
Dakota Library: Professional
Development Section
Restitution Committee: Kelly
Alexander, Mike Heilmann, Lori Miller,
Lyle Morris, Ingrid Pedersen, Andrea
Sharpe, Joel Shimoji, Eliza Wright.
Don’t Go Toe to Toe.
Stand Shoulder to Shoulder
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Any system that uses coercion not only
undermines your relationship with others (Us
vs. them mentality) it also perpetuates the very
behaviors you’re attempting to extinguish or
It is reinforcing or creating a failure identity.
The restitution triangle is a model that uses
three powerful control theory concepts:
1. We’re doing the best we can
2. All behavior is purposeful.
3. We are internally motivated.
Triangle Guidelines
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1. Ask in a calm tone.
2. If the student don’t answer the
question or self-evalute, then weave to
monitor. It’s important to state our
choice is to strengthen them.
3. The main objective is to move the
student to a success identity.
4. Reality therapy teaches us not to dwell
on the behaviors but to help the person
to meet their need in a non-harmful
way.
The Restitution Triangle
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The triangle provides a model for us to deal with
people. It helps us to work with students.
Side 1: Stabilize the Identity
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This side is designed to move the focus
from conflict (medulla) to cooperation.
(cortex) or from emotion to thought.
We know a person needs to be stabilized
when we hear blaming (acting out) or
denial. (withdrawal)
You may need to stabilize more than once
during an interview. If a person lapses into
defensiveness, guilt, or aggression, you
need to return to side 1.
Stabilizing Phrases
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1.0
1.1
 1.2
 1.3
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2.0
2.1
 2.2
 2.3
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Human Frailty
It’s okay to make a mistake
I did the same thing when I was your age.
Nobody’s perfect.
Resist Placing Blame
I’m not interested in fault.
I’m not out to blame/punish anyone.
I’m not interested in why it wasn’t done. I’m
interested in when it will be done.
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3.0
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3.1
3.2
 3.3
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Perspective
Sometimes a plan works the second or
third time that doesn’t work the first
time.
Rome wasn’t built in a day.
The sun will rise tomorrow.
When we stabilize, we see people as
being redeemable and acknowledge the
potential for change.
Side 2- Validate the Behavior
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Control Theory states that all behavior is
purposeful.
It’s important to ask the student what the
need is and resist telling them what their
need is.
Success and Failure Identities
Failure Identity
Needs not met
MAD Tatooing
Tantrum
Body piercing
Fight
Sexuality
Throw
Speeding
Bad words
SAD
Crying
Run to room
Pout
Hide Get sick
Depression
Drugs/alcohol
Sleeping
Compulsive
Behavior.
Needs
Connection
P
A
I
N
Unconditional
Conditional
Deep (within)
Success
Cheap (over others)
Up and clean
Fun
Down and dirty
Freedom
To create
From responsibility
Survival
Diane Gossen