Roadmap to Responsibility

As a school we are adding another layer to the Leader in Me called Responsibility Centered Discipline. This approach to discipline is designed with the intent to:

  • build each student’s capacity to solve problems,
  • learn from success and failure,
  • develop an emotional intelligence,
  • understand cause and effect or consequences of their actions
  • and gain a basic ability to take responsibility for themselves.

The model we are implementing is outlined in:

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Roadmap to Responsibilitya book by Larry Thompson.  (For more information you can also check out this YouTube Playlist: Responsibility Centered Discipline

Teachers and staff have been participating in a book study and professional development teaching kids to be responsible for their own behavior.  He will soon be coming out with a parenting book.

Other models or parenting supports that follow the same philosophy are

Parenting with Love and Logicby Foster Cline and Jim Fay;

Teaching Your Children Values and The Entitlement Trapby Linda and Richard Eyre.

Here is a link to a Forbes article “8 Powerful Ways to Mold Your Children Into Leaders:”
https://www.forbes.com/sites/travisbradberry/2015/08/11/8-powerful-ways-to-mold-your-children-into-leaders/#4cdb267d4ff4

 

Give ‘Em Five

Give 'Em Five

Give ‘Em Five

Give ‘Em Five is an interpersonal framework used in school discipline scenarios.

  • Support: supportive comments given to and for the student
  • Expectation: expectations shared by everyone at school based on commonly understood Foundations
  • Breakdown: breakdown of those expectations identified and shared with the student.
  • Benefit: Benefit to student, both short-term and long-term, if they adhere to expectations
  • Closure: closure in conversation, acknowledging next steps

Levels

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When using Give ‘Em Five we refer to three levels

  1. Level One: Students recognizes breakdown of the expectations, takes ownership and works well with the teacher.
  2. Level Two: The student is not able to work productively.  The teacher is able to redirect the conversation and the student is able to self-regulate.
  3. Level Three: The student is unable to self-regulate despite the teacher’s attempts to redirect and the student needs to leave the classroom.

RCD Teacher Student Plan

Foundations

Establishing clear expectations is an integral RCD concept, because with clear expectations in place, it becomes harder and harder for students to say, “I didn’t know.” ~Larry Thompson