“WHAT ALMOST ALL FAIL TO UNDERSTAND IS THAT BEING AN EFFECTIVE
TEACHER MAY BE THE MOST DIFFICULT JOB IN ALL OF
OUR SOCIETY”
- Dr. William Glasser
Building an Ecology for Non-Violence
Phase 6Life Space Crisis Intervention
Phase 1Self-
Awareness and the Conflict Cycle
Choice Theory
AndA Quality School
Phase 5Effective Communication
Phase 2Difference between
behavioral management
and behavioral change
Phase 4Surface behavioral management strategies
Phase 3Healing Environment
Philosophy of StudentsA Student is the most important person in any school.
A Student is not an interruption of our work—he or she is the purpose of it.
A Student is not just a statistic. He or she is a flesh and blood human being with feelings and emotions like ourselves.
A Student is one who comes to us with needs and/or wants. It is our job to fill them.
A Student is deserving of the most courteous and attentive treatment that we can provide.
A Student is the lifeblood of this and every school. Without him or her, we would have to close our doors.
The Quality Paradigm Shift in Education
Old Paradigm of Teaching and Testing• Success if artificially limited to
a few “winners”.• Competition based.• Product orientated; focused
solely on results.• Work is a task, not intended
to bring joy to the worker.
• School is a place where teaching is done to (at) students. Students are passive, teachers are active.
New Paradigm of continuous learning and improvement: The quality school• Unlimited, continuous
improvement.
• Cooperation based.
• Process orientated.• Work should be meaningful,
challenging and invigorating.
• Teachers and students learn how to get better and better at work they do together.
The Quality Paradigm Shift in Education
Old Paradigm of Teaching and Testing• Teachers are isolated from
each other by time and space.
• Administration is viewed as the teacher’s natural enemy.
• Teachers are viewed as the student’s natural adversaries.
• Single-discipline instruction• Tayloresque factory model:
Rule by compliance, providing control and command. Authoritarian, hierarchical. Fear used as a tool of power.
New Paradigm of continuous learning and improvement: The quality school• Teachers work together on
school time to build success.• Administrators are viewed as
teammates and helpers.• Teachers are viewed as
teammates and helpers.• Multi- and cross discipline
learning.• Rule by helping. Teachers and
students take pride in their work together.
The Quality Paradigm Shift in Education
Old Paradigm of Teaching and Testing• Testing as primary means of
assessing results of the learning process.
• Teachers give information, students memorize it, then forget most of it.
• Ultimate goal: Students are the products of the school.
New Paradigm of continuous learning and improvement: The quality school• Testing, when appropriate, to
improve the process, process portfolios, exhibitions and so on.
• Students learn from teachers, other students and other sources.
• Students are their own products, continuously improving, getting better and better and helping others to do the same.
The Five Shifts• Material to the spiritual• Cognitive to the Affective• Certainty to Curiosity• Solution to Transformation• Discussion and debate to dialogue
Choice Theory Overview
HOW and WHY We Choose to Behave
1.) BASIC NEEDS
2.) QUALITY WORLD
3.) PERCEPTUAL SYSTEM
- survival, love, belonging, power, freedom, fun
- pictures of people, things, systems of belief
-positive, negative, neutral
How and Why cont.4.) THE REAL WORLD
5.) THE COMPARING PLACE
6.) THE BAHVIORAL SYSTEM
- information about everything, including ourselves
- frustration signal, an urge to behave when the real world perception does not match the quality world picture
- organized behaviors & creativity
How and Why cont.7.) TOTAL BEHAVIOR
8.) SELF-EVALUATION
- acting, thinking, feeling, physiology
- Is what I am doing working?
Quality World Basic Needs Treasured Memories
Treasured Memories
Valued Behaviors & Ideas
Creative Musings
Special People
Love/BelongingPower
FreedomFun
Survival
WE BEHAVE AS A WHOLE, BEHAVIOR IS TOTAL…
WANTS
FEELING
PHYSIOLOGY
BASIC NEEDSACTING
THINKING
TOTAL BEHAVIOR
The Difference Between External Control and
Choice Theory Thinking
External Control Choice Theory
You can motivate people People are internally motivated
You can control other’s behavior
You can only control your own behavior
You know what’s right for others
You know what’s right for yourself
You evaluate others You evaluate yourselfYou punish You negotiateYou reward to control You reward for the good
of the recipient
External Control Choice Thoery
You threaten You talk it over
You criticize You say what you can do to help the relationship
You blame You accept responsibility for your own behavior
You believe that others can control you or make you feel bad
You believe no one can make you do or feel anything, it’s your choice
External Control Choice Theory
You say and do things that drive the relationship apart
You say or do only what will bring you closer in the relationship
You are threatened by allowing others to have choices
You embrace the idea of empowering people with choices
You inhibit the freedom of others and kill their creativity
You give people the encouragement to try different ways to do things without judging them
External Control Choice Theory
You believe instilling fear in your authority is a necessary component of leadership
You are approachable and always remove from your demeanor anything that others might fear
You only listen to yourself
You listen to others and try to understand them
You believe that you are locked in an externally controlled world and are defenseless against it
You believe in the Choice Theory process and live your life accordingly
DEVELOPMENTAL MATCH
What Students NEED
- More choice
- Positive teacher relationships
- More small group interaction
What Students GET
- Greater emphasis on control & discipline
- Less positive & personal teacher-student relationships
- More whole-class instruction
THE SIX CONDITIONS OF QUALITY SCHOOL WORK
1.) There must be a warm supportive classroom environment
2.) Students should only be asked to do useful work
3.) Students are always asked to do the best they can do
Six Conditions cont.
4.) Students are asked to evaluate their own
work and improve it
5.) Quality work always feels good
6.) Quality work is never destructive
7 DEADLY Habits That Destroy Relationships
1.) CRITICIZING
2.) BLAMING
3.) COMPLAINING
4.) NAGGING
5.) THREATING
6.) PUNISHING
7.) REWARDING PEOPLE TO CONTROL THEM
7 Connecting Habits1.) CARING
2.) LISTENING
3.) SUPPORTING
4.) CONTRIBUTING
5.) ENOURAGING
6.) TRUSTING
7.) BEFRIENDING
MANAGING SCHOOLS AND CLASSROOMS
Boss Manager Lead ManagerDrives the students Leads the studentsDepends on authority Depends on
cooperationThinks “I” and “They” Thinks “We”Instills fear Instills confidence
Communicates resentment
Communicates enthusiasm and hope
MANAGING SCHOOLS AND CLASSROOMS (cont.)
Boss Manager Lead ManagerFixes blame Fixes problems
Makes work drudgery Makes work interesting
Accepts poor, mediocre work
Accepts only high quality work
Sees this as unimportant
Tries to enter students’ quality world
MANAGING SCHOOLS AND CLASSROOMS (cont.)
Boss Manager Lead ManagerTries to “make” people work
Realizes that process is more important than outcome
Strongly wants to be in charge
Allows students to makes some decisions
Is concerned about “needs” of curriculum
Is concerned about needs of students
MANAGING SCHOOLS AND CLASSROOMS (cont.)
Boss Manager Lead ManagerImposes work Discusses quality of
work with studentsSets adversarial atmosphere
Sets friendly atmosphere
Uses coercion Constantly searches for better ways to do things
MANAGING SCHOOLS AND CLASSROOMS (cont.)
Boss Manager Lead ManagerConcerned about images as authority
Concerned about genuine role-modeling; empathetic, authentic, knowledgeable
Is abrupt and impersonal with people
Is courteous, calm, and consistent
Doesn’t want to get “involved”
Shows interest in the personal lives of others
Directions: Discuss how needs are met in a Glasser Quality School as seen through the Quality Worlds
of the people involved creating it
THE BASIC NEEDS IN A GLASSER QUALITY SCHOOL
FunLearningLaughing
Survival Security Safety
Love and Belonging
Connectedness Involvement
Freedom Choices Creativity
The Principal
The Teachers and Staff
The Students
The Parents
THE QUALTIY WORLD PICTURES
The skills of Life Space Crisis Intervention are important because the acts of violence by children and youth are not by appointments.
LIFE SPACE CRISISINTERVETNION
A therapeutic skill which enables us to make the best out of a stressful students incident
when we get the worst of it.
I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate; it’s my daily mood that make the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated or a child humanized or de-humanized.
- Haim Ginott
In this world you are only one person, but to a troubled student
you are the world.
THE PSYCHOLOGICAL NEEDS BELONGING- Students feel like they belong in their
school, feel attached to it
BULLYING- Students do not feel like they will be picked on, ranked, teased, or ridiculed
THE PSYCHOLOGICAL NEEDS (CONT.) PERSONAL INFLUENCE- Students feel that they
have some say in what goes on in school
SUCCESS- Student experiences a sense of success and achievement in school
THE PSYCHOLOGICAL NEEDS (CONT.) FUN- Students find learning fun and enjoyable
TEACHER CARING- Students see teachers caring, being respectful and supportive
DISCIPLINE- Students feel that discipline is applied fairly and consistently
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS
Diagnostic Stages(1-3)
STAGE 1- DRAIN OFFStaff de-escalating skills to drain off the student; intense feelings while controlling one’s counter-
aggressive reactions
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)
Diagnostic Stages(1-3)
STAGE 2- TIMELINE Staff relationship skills to obtain and validate the
student’s perception of the crisis
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)
Diagnostic Stages(1-3)
STAGE 3- CENTRAL ISSUEStaff diagnostic skills to determine if the crisis represents one of the six LSCI patterns of self-
defeating behavior
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)
Reclaiming Stages (4-6)
STAGE 4- INSIGHTStaff clinical skills to pursue the student’s specific
pattern of self-defeating behavior for personal insight and accountability
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)
Reclaiming Stages (4-6)
STAGE 5- NEW SKILLSStaff empowering skills to teach the student new
social skills to overcome his/her pattern of self-defeating behavior
COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)
Reclaiming Stages (4-6)
STAGE 6- TRANSFER OF TRAININGStaff consultation and contracting skills to help
the student re-enter the classroom and to reinforce and generalize his/her social skills
THE SIX LSCI RECLAIMING INTERVENTIONS
1.) Imported Problems: The Red Flag Intervention. The student carries in a home or community problem and displaces it on staff.
2.) Errors in Perception: The Reality Rub Intervention. Student reacts because of errors or distortions in thinking or perceiving a situation.
THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)
3.) Delinquent Pride: The Symptom Estrangement Intervention. Student is purposely aggressive and exploitive toward others while justifying his/her actions and even casts himself/herself in the role of the victim.
THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)
4.) Impulsivity and Guilt: The Massaging Numb Values Intervention. Student reacts impulsively, and afterwards is burdened by intense feelings of guilt and self- punishment.
THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)
5.) Limited Social Skills: The New Tool Intervention. Student has the right attitude or the correct intention, but lacks appropriate social skills.
THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)
6.) Vulnerability to Peer Influence: The Manipulation of Body Boundaries Intervention (MBBI). This pattern involves two diagnostic variations. The first involves a student exploited under the guide of false friendship; the second involves a “set-up” by subtle provocation of an aggressive student by an intelligent passive-aggressive student.
KIDS IN STRESS CREATE IN ADULTS THEIR FEELINGS, AND IF NOT TRAINED, THE ADULTS WILL MIRROR THEIR BEHAVIOR.
According to Long and Morse (1996)…
“When a student crisis occurs, it is to be perceived by staff as a unique opportunity for change and not as a disaster to be avoided. It is time for benign instruction and not a time for punishment and student alienation.”
To have half a chance at changing lives, one must seriously consider the possibility that
there are snowballs in hell.
THE CONFLICT CYCLE
CHILD’S SELF CONCEPT IRRATIONAL BELEIFS
4.ADULT/PEER REACTIONS
1.STRESSFUL
EVENT
2. CHILD’S FEELINGS
3. CHILD’S OBSERVABLE
BEHAVIOR
THOUGHTS
Problem Solving Sheet(student interview help sheet)
FEELINGS AND
THOUGHTS
REACTIONS BEHAVIORA
BC
1.Pro-social behavior2. self-evaluation question
For use after the student has de-escalated. Start anywhere on the blank form with the student; order is not the important piece, the connection between them is.
OUTCOME GOALS ARE TO HELP THE STUDENT:
1.) Identify self-defeating patterns of thinking and behaving.
2.) Gain insight into chronic behavior problems.3.) Assume responsibility for behaviors.4.) Develop more adaptive ways of responding
to circumstances in the future.5.) Transfer new learning to other settings
within the school with a supportive team approach.
6.) Learn to trust caring adults and use them for support in time of crisis.
SCHOOL STUDENT BEHAVIOR
RESIDENTIAL OCCUPANCY AND INCIDENTS (Jan 1988-Jan 1993)
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EMOTIONAL and BEHAVIORAL PROBLEM SCALE(Jan 1992- Apr 1993)
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