1. “Deer Mom, Wud you belive I lost my job at the offise today
“Deer Mom, Wud you belive I lost my job at the offise today? I gess sumwun thair doesn’t like me.”
Reprinted with permission of Bardulf Ueland

2. Creation of Responsible Action Statements
Mistakes are permitted here.
Your behavior equals a choice.
Speak up for yourself.
Every problem is an opportunity.
Level of risk is your choice.
Finding solutions is the focus.

3. Behaviors That Indicate a Problem With Personal Power
Often stubborn and excessively bossy.
Frequently act helpless.
Control through aggression or withdrawal.
Avoid being in charge of others.
React poorly to frustration.
Avoid taking responsibility and blame others.
Do not exercise initiative.
Avoid tasks that are challenging.
Lack emotional self-control.
Use unself-responsible language.
Use “Give up” excuses.
Withhold resources that others need.
Undermine decisions that others make.
Unilaterally alter rules.
Take credit for the accomplishments of others.
Are excessively critical of others’ accomplishments.
Have trouble making decisions.
Don’t follow through.
Create distractions.

4. “How can we make this a win-win situation?”
Reprinted with permission of Tor Brown

5. Reprinted with permission of Joyce Button

6. “Oh yeah, my dad – the lawyer – said to say, ‘Hi’.”
Reprinted with permission of Johnny Hawkins

7. “No use debating environment vs. genetic causes
“No use debating environment vs. genetic causes. Either way, it’s your fault.”
Reprinted with permission of Martha Campbell

8. “Somehow, to me, a two-year college just naturally sounds better than a four-year college.”
Reprinted and re-inked with permission of Frank Cotham

9. Behaviors That Indicate a Problem with Mental Models
Do not respond well to instruction.
Waste time.
Get confused easily.
Sloppy and messy with self and materials.
Usually not well organized.
Often do not tell the truth.
Have a difficult time deciding what to do.
Do not seem to be headed in any direction.
Are unclear about what they want to do or say.
Surface skimmers.
Often insist there is only one way to do something.
May have rigid standards.
Often act contrary to the ethical standards they espouse.
Confuse impulsive acts with goals they have agreed upon.
Keep hidden agendas.
Become chameleons around others.

10. “Even in adult life Curtis exhibited an amazing inability to follow directions.”
Reprinted with permission of John R. Shanks

11. The sound and smells emanating from Rebecca’s desk were a model of sensory stimuli.
Reprinted with permission of Tor Brown

12. “Sure it’s sloppy! You ever try to do homework and watch TV at the same time?”
Reprinted with permission of Joyce Button

13. “We had an open-book test today
“We had an open-book test today. Unfortunately, I brought the wrong book.”
Reprinted and re-inked with permission of Frank Cotham.

14. “Dad, I’ve decided to change my major.”
Reprinted and re-inked with permission of Frank Cotham

15. “Richard, let’s have a talk about margins and report lengths.”
Reprinted with permission of John R. Shanks

16. “I studied for this test, and the ploy paid off.”
Reprinted with permission of Martha Campbell

17. “I can be awfully smart when nothing else works.”
Reprinted with permission of George B. Abbott

18. Cosmic Man
Cosmic Man puts you “at choice.” With this help you can look at something up close or from far away.
Magnifying glass helps people closely examine important events in their lives so they learn from them.
“Perspective Vision” helps people see things in the perspective of cosmic time.
Roller blades help Cosmic Man arrive at a moment’s notice in times of stress.
Telescope helps people back up and gain distance on the events in their lives.
Should a stressful event happen in your life, call on Cosmic Man. He will roller blade in to help you focus on the situation, learn from it, and then back up and see the situation with Perspective Vision.

19. Power Strategy No. 12 “I Can’t” Antidote
Act as if.
Pretend.
Play like.
Fake it ‘til you make it.
If you could do it, what would you do?
© iStockphoto.com/jhorrocks

20. Educate No. 1: Direct Teaching
Three to five items.
Example: How to accept “no” for an answer.*
Look at the person.
Say, “Okay.”
No arguing, whining, or pouting.
If you do not understand why, calmly ask for a reason.
If you disagree or have a concern, bring it up later.
From Boystown Model, Omaha, NE*

21. Educate No. 2: Build a T-Chart—Tips
Draw suggestions from students, inductively.
Use Positive Phrasing.
It’s okay for the teacher to add some.
Save a copy of the T-chart for review or debriefing.
© iStockphoto.com/Boris Yankov

22. Educate No 3: Red Light/Green Light
Planning Stage
1. Choose a behavior.
2. Make a decision to eliminate it.
3. Give the behavior a name.
“If you can name it, you can tame it.”
Implementation Stage: Red Light
As soon as you see or hear inappropriate behavior you:
1. Name the student, name the behavior. To students, say either No. 2 or No. 3 below depending on which fits the behavior:
2. “It’s against the class norms.” or
3. “It doesn’t work with me.”
Main Principle
Always follow a Red Light with a Green Light.
Green Light
Teach the new behavior.

23. Story Directions Choose a reader, reporter/recorder, and messenger.
The messenger gets the story and gives it to the reader.
Reader reads the story. Group members listen.
Messenger turns in the story and gets the response sheet.
Group members reach consensus on the questions.
Group members sign the answer sheet, which indicates, “I participated and I agree.”
All group members keep track of time.
Ending Time ______________

24. Disagree Politely Examination/Evaluation Questions
A. When we disagreed, it was polite.
disagree
agree
B. Some of our best examples of disagreeing politely:
________________________________________
C. One way we could disagree more politely next time:
_______________________________________

25. Educate No. 5: Modeling
Students tend to do what we do, not what we say.
You can never not model.
If students see discrepancies between what is demanded and what is actually allowed, they use what is allowed to guide their behavior.
The effects of modeling are more likely to occur in new situations or in situations where the expected behavior of the students is unclear.
Make your model verbal.

26. Examination/Evaluation Definition
An opportunity to help students look at their behaviors and learn from them.
1. Students have an experience.
2. They reflect on it by:
a. thinking about it
b. writing about it
c. talking about it
Compelling Whys for Debriefing Through Examination/Evaluation
To make behaviors conscious.
Look at how I behaved.
Look at how we behaved.
Develop an internal standard.
Learn to think critically.
Make plans for improvement.
Celebrate our successes.
Integrate the behaviors into our lives.

27. “You know how you always tell me to let my conscience be my guide
“You know how you always tell me to let my conscience be my guide? My conscience doesn’t know the way either!”
Reprinted with permission of James Estes

28. Directions
When I give the signal, leap to your feet, taking the page with you.
Walk at least five steps away from where you are now.
Find someone you haven’t worked with in a while and say, “I hear you’ve been doing a lot of debriefing. Why do you do that?” Then listen to his or her Compelling Why. The other person does the same for you.
Move at least 5 steps away, and find a second person you haven’t worked with in a while. Repeat step No. 3.
Move at least 5 steps away again and find a third person you haven’t worked with in a while. Repeat step No. 3 again, but this time put your manual page behind your back and deliver your Compelling Why without looking at it.
When you are finished, return to your seat so I can tell who is ready to move on.
Begin.

29. 4 Step to Teaching Responsibility
Give students some responsibility.
Hope and pray!
Implement the consequences.
Give no second chance.
Give students a second opportunity.
© iStockphoto.com/liliboas