By: Sara By: Sara SowerwineSowerwine

April 12, 2011

1.1. Using a writing utensil, write your Using a writing utensil, write your name in the blank, and follow the name in the blank, and follow the instructions on your handout.instructions on your handout.

2.2. Please continue to fill out the handout Please continue to fill out the handout throughout the presentation.throughout the presentation.

HINT: What do HINT: What do you see in this you see in this image? What image? What color jumps out color jumps out at you; black or at you; black or white?white?

http://people.csail.mit.edu/fredo/ArtAndScienceOfDepiction/figGroundVasa.gif

http://guybingley.files.wordpress.com/2009/03/rain.gif?w=480&h=428

HINT: What HINT: What color do you color do you choose to choose to see?see?

http://i1.peperonity.info/c/EBAF4C/654550/ssc3/home/051/subhankarkarmakar/geslat.jpg_320_320_0_9223372036854775000_0_1_0.jpg

The Responsible Thinking Process is

The Responsible Thinking Process is

based on Perceptual Control Theory

based on Perceptual Control Theory

(PCT), developed by William T.

(PCT), developed by William T.

Powers, which holds that our behavior

Powers, which holds that our behavior

is best understood in terms of how we

is best understood in terms of how we

control our perceptions.

control our perceptions. Picture: Ed Ford - president of

Picture: Ed Ford - president of

Responsible Thinking Process®

Responsible Thinking Process®

Inc.Inc.

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

Developed by Developed by Ed Ford Ed Ford in thein the1990’s1990’s

Purpose: To encourage students to Purpose: To encourage students to respect the rights respect the rights of others through of others through responsible thinkingresponsible thinking..

Teachers have the right to teach and Teachers have the right to teach and students have the right to learn students have the right to learn without being disrupted by another.without being disrupted by another.

MUST BE A MUST BE A school-wideschool-wide program. program.

                                                   

               

Student DisruptsStudent Disrupts

Student is asked questions: What are you doing? What are Student is asked questions: What are you doing? What are the rules? What do you want to do now?the rules? What do you want to do now?

Student accepts responsibility Student accepts responsibility for behavior and remains in for behavior and remains in

class.class.

Student does not work with Student does not work with teacher or does not acceptteacher or does not acceptresponsibility for behavior.responsibility for behavior.

Student is sent to responsible Student is sent to responsible thinking classroom to workthinking classroom to work

on behavior plan.on behavior plan.

Student writes aStudent writes a plan thatplan thatworks for him/her.works for him/her.

Student negotiates plan withStudent negotiates plan withthe teacher (or adult who sentthe teacher (or adult who sent

him/her to RTC) and is allowedhim/her to RTC) and is allowedto return to class.to return to class.

Student disrupts again.Student disrupts again.

TeacheTeachersrs

All All School School StaffStaff

ParentParentss

StudenStudentsts AdministrationAdministration

AdministrationAdministration Must be trained in RTPMust be trained in RTP Must support all school staffMust support all school staff Must find the funds Must find the funds Must make sure he/she maintains the integrity Must make sure he/she maintains the integrity

TeachersTeachers Must be trained in the processMust be trained in the process Must follow the process Must follow the process Must be involvedMust be involved Must be supported by the administration. Must be supported by the administration.

Staff (RTP Classroom Teacher, Counselor, Staff (RTP Classroom Teacher, Counselor, Custodians, Classroom Aides, Kitchen Staff, etc.)-Custodians, Classroom Aides, Kitchen Staff, etc.)- Must be trained in the processMust be trained in the process Must be supported by administration.Must be supported by administration.

Parents/StudentsParents/Students Must be informed of process and the reasons why RTP is being used.Must be informed of process and the reasons why RTP is being used.

Administration

Parents

Students

All Staff

Can you tell me who gets what responsibility?

What responsibility as a teacher will you have?

Ask a teacher, you need to decide when a Ask a teacher, you need to decide when a student with bad behavior needs to be student with bad behavior needs to be asked “the question.” But there is more to asked “the question.” But there is more to it than that!it than that!

When Should The Questions Be Asked?When Should The Questions Be Asked? AnytimeAnytime

Where Should The Questions Be Asked?Where Should The Questions Be Asked? AnywhereAnywhere

Who Should Ask The Questions?Who Should Ask The Questions? AnyoneAnyone

Remember the 3 A’s to questioning!Remember the 3 A’s to questioning!

The 3 A’s are?The 3 A’s are?

Think about this: How will you as a teacher ask discipline Think about this: How will you as a teacher ask discipline questions to have the best results with your students?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:

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 respected as a teacher?

Did you feel in control of your students?Did you feel in control of your students?

Was it easier to discipline without feeling Was it easier to discipline without feeling bad?bad?

                                                   

               

Student DisruptsStudent Disrupts

Student is asked questions: What are you doing? What are Student is asked questions: What are you doing? What are the rules? What do you want to do now?the rules? What do you want to do now?

Student accepts responsibility Student accepts responsibility for behavior and remains in for behavior and remains in

class.class.

Student does not work with Student does not work with teacher or does not acceptteacher or does not acceptresponsibility for behavior.responsibility for behavior.

Student is sent to responsible Student is sent to responsible thinking classroom to workthinking classroom to work

on behavior plan.on behavior plan.

Student writes aStudent writes a plan thatplan thatworks for him/her.works for him/her.

Student negotiates plan withStudent negotiates plan withthe teacher (or adult who sentthe teacher (or adult who sent

him/her to RTC) and is allowedhim/her to RTC) and is allowedto return to class.to return to class.

Student disrupts again.Student disrupts again.

What is the word we repeated in class? Why is it important?

Can someone tell me the process in their owns words?

Teachers Perspective?

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!

You must have a trained Responsible Thinking Classroom You must have a trained Responsible Thinking Classroom teacher who is able to help the student make a sound plan teacher who is able to help the student make a sound plan that includes:that includes:

› Acknowledgement of the misbehavior-Acknowledgement of the misbehavior- The student must take The student must take responsibility for their misbehavior responsibility for their misbehavior in order to change it. in order to change it.

› Why the misbehavior was disruptive-Why the misbehavior was disruptive- The student must realize why The student must realize why his/her actions are his/her actions are disturbing the learning process disturbing the learning process in order to see the need in order to see the need to change it. to change it.

› A specified area for improvement-A specified area for improvement- The student needs to be able to The student needs to be able to work on work on one area of improvement one area of improvement at a time. Too much at once can be at a time. Too much at once can be overwhelming. overwhelming.

› A measurable goal within the area for improvement-A measurable goal within the area for improvement-A goal is useless A goal is useless unless it unless it can be measuredcan be measured. This way a child knows when he/she is . This way a child knows when he/she is successfully reaching the goal. successfully reaching the goal.

› A detailed outline of how they may accomplish their goal-A detailed outline of how they may accomplish their goal- This This should be a should be a specific plan specific plan that discusses exactly what they need to do to that discusses exactly what they need to do to reach their goal. reach their goal.

› A way to record the progress-A way to record the progress-A chart or graph that can easily present A chart or graph that can easily present the difference between the goal and how close the student is to the difference between the goal and how close the student is to reaching reaching his/her goal.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. .

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 respected as a student?

Did you feel you had some choice and Did you feel you had some choice and say?say?

Was it easier to see where you went Was it easier to see where you went wrong?wrong?

Were your perceptions smashed or kept Were your perceptions smashed or kept intact?intact?

Negotiations are Negotiations are vitalvital..

Before, not after!Before, not after!

A plan must never be A plan must never be ignoredignored or or

refused.refused.

Be Be calmcalm..

Signed it! Signed it!

ReviewReview it! it!

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!

Interventions become necessary when Interventions become necessary when students students are not being successfulare not being successful with their written with their written plan(s).plan(s).

Often necessary with “Often necessary with “chronically disruptivechronically disruptive” ” students who have visited RTC a number of students who have visited RTC a number of times. times.

An intervention team includes: counselor, An intervention team includes: counselor, teachers, principal, vice principal, social teachers, principal, vice principal, social worker, psychologist, or any other staff that worker, psychologist, or any other staff that has a positive relationship with the student. has a positive relationship with the student.

The purpose: To review current data and make The purpose: To review current data and make recommendations to help the recommendations to help the student succeedstudent succeed..

How many times has the student written a plan? How many times has the student written a plan? › What parts have worked/not worked?What parts have worked/not worked?

Does the student spend quality time with anyone? Does the student spend quality time with anyone? › If yes, describe. What seems to work?If yes, describe. What seems to work?

Does the student participate in classroom discussions?Does the student participate in classroom discussions?› Why, why not?Why, why not?

What is the student controlling for (function of behavior)?What is the student controlling for (function of behavior)?› How can the student get what he/she needs without How can the student get what he/she needs without

disrupting the leaning process?disrupting the leaning process? What should be the main focus (goal) for the student? What should be the main focus (goal) for the student?

› This should be focused on the most disruptive This should be focused on the most disruptive behavior, but should include a high probability of behavior, but should include a high probability of success.success.

What is the student successful at?What is the student successful at?› How can this be incorporated into his/her goal area?How can this be incorporated into his/her goal area?

Stu

dent

Dis

rupt

s The Student Is Questioned

The Student Is Sent To

RTC

The Student Writes

A Plan With RTC teacher

The Student NegotiatesThe Plan With

The Teacher and Returns To Class

An Intervention Team GetsInvolved

= Levels Where Success Can Occur

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!

Bourbon, W. T. (1997). Perceptual control theory, reinforcement theory, countercontrol, and

the responsible thinking process. Retrieved from http://www.responsiblethi

nking.com/rtpvrft.html

Ford, E. (1994) Discipline For Home and School: Book One. Scottsdale, AR: Brandt

Publishing.

Ford, E. (1999) Discipline For Home and School: Book Two. Scottsdale, AR: Brandt

Publishing.

Responsible Thinking Process: A School Discipline Program. Retrieved from

www.responsiblethinking.com