2. By: Sara Sowerwine April 12, 2011

3. 1. Using a writing utensil, write your name in the blank, and follow the instructions on your handout. 2. Please continue to fill out the handout throughout the presentation.

4.  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

5. What way do the lines move? Do they even move? http://guybingley.files.wordpress.com/2009/03/rain.gif?w=480&h=428

6.  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

7.  The Responsible Thinking Process is based on Perceptual Control Theory (PCT), developed by William T. Powers, which holds that our behavior is best understood in terms of how we control our perceptions.  Picture: Ed Ford - president of Responsible Thinking Process® Inc.

8.  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

9.  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.

10. 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 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. Student disrupts again.

11. Teachers All School Staff Parents Students Administration

12.  Administration  Must be trained in RTP  Must support all school staff  Must find the funds  Must make sure he/she maintains the integrity  Teachers  Must be trained in the process  Must follow the process  Must be involved  Must be supported by the administration.  Staff (RTP Classroom Teacher, Counselor, Custodians, Classroom Aides, Kitchen Staff, etc.)-  Must be trained in the process  Must be supported by administration.  Parents/Students  Must be informed of process and the reasons why RTP is being used.

13.  Administration  Parents  Students  All Staff  Can you tell me who gets what responsibility?  What responsibility as a teacher will you have?

14.  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!

15.  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?

16. 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:

17.  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.

18. Did you feel respected as a teacher? Did you feel in control of your students? Was it easier to discipline without feeling bad?

19. 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 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. Student disrupts again.

20.  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!

21.  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.

22. 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..

23.  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.

24. 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?

25.  Negotiations are vital.  Before, not after!  A plan must never be ignored or refused.  Be calm.  Signed it!  Review it!

26. 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!

27.  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.

28.  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?

29. Student Disrupts The Student Is Questioned The Student Is Sent To RTC The Student Writes A Plan With RTC teacher The Student Negotiates The Plan With The Teacher and Returns To Class An Intervention Team Gets Involved = Levels Where Success Can Occur

30.  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!

31.  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