Regarding the RAISE RESPONSIBILITY SYSTEM, when checking for understanding do you use a referral if the student does not give appropriate responses to the teacher questions?
Just ask the class, “What level do we call it when someone makes his own standards of behavior?” The class will give you the answer and you continue teaching. The point of this phase is to have acknowledged that there was an unacceptable level of behavior.
If disruptions continue, then move into phase III, Guided Choices (using authority without being punitive) where a procedure or consequence is ELICITED. Another approach is to give the student an assignment with a choice, e.g., completing the essay or self-diagnostic referral by oneself, with another student, in the seat, or in the office.
The vision to keep in mind is that the most effective ways to change behaviors are: (1) using noncoercion, (2) prompting the person to self-evaluate, and (3) if authority is necessary, have the student own the consequence. When a consequence is imposed, the youngster feels the victim. But, when a consequence is elicited, the child owns it and grows from his own decision.
Remember, the vast majority of situations are handled just by using phases I (teaching the four concepts) and phase II (checking for understanding). Phase III is used when a student has already acknowledged inappropriate behavior and continues it. The purpose then is for the teacher (1) not to become stressed and (2) to return to teaching as soon as possible.