Guided Choices of the Raise Responsibility System

I received the following that refers to  the Raise Responsibility System.

“When using GUIDED CHOICES, I am  having difficulty understanding why a student acting up each day gets a fresh start daily. Do I really have to stick to this? I’ve had several students that I’ve given the essay to three days in a row. They say that they will commit to changing their behavior but apparently they do not. I’m getting frustrated with the same kids and the same behavior daily. Couldn’t I just hold onto the essays and after three give them a self-referral?”

I responded to the teacher that I have moved away from using the forms to a more effective approach of ELICITING A PROCEDURE OR CONSEQUENCE to help the student help her/himself. The reasoning is quite simple: People do not argue with their own decisions.

When a consequence or a procedure is elicited, the person has ownership. A person becomes more responsible when given the choice in a positive manner and is actuated to reflect and plan for the future. Since the past cannot be changed, planning for the future is much more effective in changing behavior.

Many teachers and parents overpower the young person by imposing. When something is imposed, the young person often feels like a victim and feels resentment.

Eliciting is so much more effective. Start by asking young people if they would rather be treated as individuals or as a group. They will prefer to be treated as individuals and have ownership in the decision that affects them. Using the procedure of ELICITING is in each person’s best interest and, by the way,  is  fair—while imposing the same consequence on all parties is not..