Posts Tagged Raise Responsibility System

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 … >>>

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The Levels of Development in High Schools

Question:
I’m a teacher at a suburban Atlanta charter high school. As a member of the discipline committee for the high school, I am involved in the rethinking/restructuring of our discipline system and, of course, you and your Levels of Development came to our attention.

We have perused the “Quick Explanation” on your “Summary” link of your web site and have ordered your book. We are very interested in the “Raise Responsibility System.”

We have considered having posters with the A, B, C, D concepts printed for every classroom. However, several of us are concerned that these may come across as too juvenile for high school students. We suspect that these concerns will be addressed in your book when it … >>>

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Raise Responsibiltiy System: Phases II and III

QUESTION:
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?

RESPONSE:
No.

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 … >>>

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The Raise Responsibilty System Explained

Question:

We have been discussing how to use the Raise Responsibility System in our classrooms and have a  question. When checking for understanding, if the student identifies the level correctly, do you still give a referral to fill out or do you only use a referral if the student does not give appropriate responses to the teacher questions?

Response:

Neither.
A prime reason why the levels are taught (phase 1) is to create a benchmark or reference frame. Checking for Understanding (phase 2) is the second step of simple cognitive learning theory. First we teach (levels); then we test (check that the student understands the levels).

In Checking for Understanding, the student acknowledges the level of chosen behavior. By … >>>

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Level D and Reflection

In this season of gratitude and giving, I would like to share one of the many joys I received. (Warning: It  may be odoriferous.)

On the second day of  using  Raise Responsibility System, a miracle happened. The student who had driven me crazy all year chose to take a time out for reflection at his desk (instead of outside in the hall) after he farted five times in less than ten minutes during story time on the rug. Farting at will is one of his special talents. I explained that if he chose to sit at his desk, he would still have to allow the rest of us to concentrate. He agreed.

When after two minutes he began belching … >>>

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Permission to Use My Discipline and Parenting Approach

QUESTION:

Marv, the counselors at my school have requested time at their counselors meeting next month to present something about your Raise Responsibility System. They have been in my presentations and are implementing it this year in their counseling sessions with the classes. They are VERY excited about it and have already realized success. They are meeting with me to discuss their presentation.

I have requested that they wait until I have contacted you to find out what you want presented. I explained that I had received permission to present here in our school. However, I do not think it is fair to you for them to try to teach what they are doing with it in their classrooms … >>>

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Rewards and the Raise Responsibility System

QUESTION:

I recently read your education book and I plan to try the approach with my 3rd graders.

Previously, I taught 6th grade and used an assertive discipline system. I teach in a Success for All school which requires teachers to award team points for appropriate behavior. Students are rewarded based on the number of points their team earns each week. How do you think the Raise Responsibility System will work if I have to give rewards for expected behaviors?

RESPONSE:

First, a comment about assertive discipline: As you may have discovered, a fundamental characteristic of this coercive approach is to overpower when a student does not obey. The RAISE RESPONSIBILITY SYSTEM is 180 degrees in the opposite >>>

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Covey, Glasser, Deming and the Raise Responsibilty System

Numerous people have contacted me requesting permission to duplicate the discipline, parenting, and learning, “RAISE RESPONSIBILITY SYSTEM.” They wanted to reproduce materials from the book and desired permission to do so. I informed them that they have permission to duplicate anything and everything from my home website.

The system uses the approaches of Stephen Covey (being proactive), William Glasser (noncoercion and responsibility), and W. Edwards Deming (empowerment, collaboration, and quality).

I am a strong believer that “the more you give the more you get.” Since I desire others to enjoy classroom teaching as much as I have (with very few discipline challenges), I not only gave permission but also assisted them in … >>>

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