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LarryThompson

Twitter: @RCDGivemFiveFacebook: Responsibility-Centered Discipline

Website: givemfive.comFor

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BERMUDA TRIANGLE

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Student

Administrator Teacher

PYRAMID OF RESPONSIBILITY

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Essentials For a Successful Learning Environment

PROFICIENTTEACHER

CURRICULUMINSTRUCTION

ANDASSESSMENT

CLASSROOMMANAGEMENT

Page 4

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Reasons most programs fail: Too difficult, too loose, too scripted

Why RCD Works: Practical, realistic, natural sounding, able to be practiced and skill levels developed Consistency is built into system to support staff

What Works Best?

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Are your kids carrying the weight of the problems they create?

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Or are you?

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Competing Theories In Most Schools

A Better Hug A Bigger Paddle

Page 5

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Competing Theories In Most Schools

The Heart The HammerThe Brain

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Building Blocks for Success

Resisting negative peer pressure

Academic success

Positive peer relations

Delayed gratification

Self-ControlIntelligence

Intelligence

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Building the muscle of self-control

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Autonomy, Mastery and Purpose

Autonomy: the behaving in a full sense of volition and choice. A basic human need. (Its opposite is control)

Mastery: The desire to get better and better at something that matters. Requires engagement.

Purpose: By nature we seek it-to make a contribution and be a part of a greater good.

(Riverhead Books, 2009)

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Jeremy’s Buttons

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Theory of Motivation

(Riverhead Books, 2009)

Tasks can be divided into two categories:

Algorithmic - a task which follows a set of established instructions down a single pathway to one conclusion.

Heuristic - a task that has no algorithm, you have to experiment with possibilities and devise a novel solution

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Reversed Bicycle

Why So Weak?

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Not Enough Reps of the Muscle

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\

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Keys 4 Conversation

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Letting Students Own Their Behavior

Letting Students Own Their Behavior

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Apathetic Student Attention-Seekers

Hostile Student Manipulators

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Disc

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-Benefits

-Emotional Control

-Clear Expectations

-Consistency

-Leading the Moment

-Response-Ability

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Pyramid ofResponsibility Student

Leading the Moment

Response-Ability

Benefit

EmotionalControl

Consistency Clear

Expectations

Administrator Teacher Page 13For U

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Develop My דו act with integrity

dress with respect

keep unkind comments to myself

Create a Positive ום for Learning

ppor and enco rage o her learning

be on time and prepared for class

participate actively in learning

keep a positive attitude

Model ך א ד speak at appropriate times

treat everyone with kindness

re pec o her bo ndarie and proper

Be a Responsible ה ו ב be here I m ppo ed o be

use appropriate language

put forth my best effort

accept responsibility

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Consistency: Easy as…

21 3For

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The Levels of Challenging Moments

Student works well with their teacher and closure happens quickly.

Student may complain, argue or struggle with the process, BUT comes around to working with the teacher and reaching closure.

Student is unable to self regulate and work with through the process with the teacher. Closure can not happen.

Level

1

3

Level

2

Level

Page 20

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Managing Your Filters

Page19Coaching

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Telemarketer

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The 5 Keys to Mastering

Challenging Moments

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Kinesthetic Symbols

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Statements of Support

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Practicing

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Practice Scenario Worksheet

Elementary School Level Practice - Page 27

Middle School Level Practice - Page 31

High School Level Practice - Page 35

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Take the Breakdown out of the Give’em Five conversation and you will have a great method for positive and specific encouragement.

This is also a method to build your confidence and skills for the Give’em five conversation.

Give’em Four Encouragment

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Alternate Plan

Plan B Activites

You’re the model for behavior

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Higher Level of Challenge

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Response-AbilityMats

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Support & BenefitBenefitSupport

FOUNDATION

Which Racket Will You Choose?

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Time Out (of Responsibility): How Much Time is Enough?

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Allowing the Brain to Create a Solution

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Why Change is Hard?

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Changing a Students Trajectory

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Strengthen the Self-Control Muscle

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Allowing the Brain to Create a Solution

• Increases likelihood of recall and implementation• Promotes accountability• Activates mastery in the brain• Builds self-control, self-esteem, self-motivation • Provides powerful discussion if solution fails

“Why didn’t your plan work for you?

vs. “Why didn’t you do what I told you to do?”

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NY ISP Room

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No EffortEffort

With HelpEFFORT!

Helping Others!

Comments:

Check-in #1:

Check-in #2:

Check-in #3:

Check-in #4:

Goal:

Garcia

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Strengthening Our Children

TJ

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