Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Copy of Responsiblity-Centered Discipline
Transcript of Copy of Responsiblity-Centered Discipline
Mastering the challenging moment with the use of RCD will help teachers keep students afloat in class.
How do we implement Responsibilty-Centered Discipline?
Identifying Compliance Level 2
The student begins to display signs of unwillingness to accept responsibility – including arguing, denying, tattling, ignoring the teacher, or interrupting the teacher.
Identifying Compliance Level 3
The student refuses to accept responsibility and is unable or unwilling to work through the process with the teacher.
Identifying Compliance Level 1
The student quickly recog- nizes that they have made a mistake, takes responsibility for the problem and works well with the teacher to re- solve the issue.
This behavior makes it impossible to preserve
classroom momentum. The teacher will more than likely have to send the student to the In School Suspension Room where
the student is then
asked to reflect on their behavior.
Students may not return to class until they have completed a reflection form and met with the administrator on duty.
This behavior can be dealt with easily with a
nonverbal cue, proximity control,or a quick
This behavior makes it difficult to preserve
classroom momentum. The teacher will probably need to find a good time to have a
"give em five" guided conversation.
"I don't care!"
"F--- this S---!"
"... send me to I.S.S."
"Are you done yet?"
• Support – Use supportive statements that connect to your relationship with the student or identify a strength that she possesses.
• Expectation – Let the student know the expectation you have for him in the class.
• Breakdown – Communicate where you see the expectation breaking down or failing to be met.
• Benefit – Tell the student how meeting the expectation benefits her.
• Closure – Determine whether the situation has been resolved or whether the conversation is at a place where you can feel comfortable moving on.
"Give em Five"
This behavior could be as simple as a student not having a writing utensil for class or as severe as a rude comment between two students in class.
Who should the responsibility of discipline fall on in a school?
Because participation by administration is mandatory for the systemic change that is necessary in order to implement the Take Five Process School wide, the P.B.I.S. team is requesting the following of Administration.
- Administration becomes acquainted with the Take Five process first hand by either watching the 90 minute video provided by Larry Thompson or by attending a day of training with Larry Thompson
- Administration will allow for the training of staff and faculty in the Take FIVE process
- Administration supply the I.S.S. room with an administrator every day when students are present in the room.
- Administration will mandate that students that are sent to I.S.S. complete an approved “reflection form” prior to returning to class (even if the student takes multiple days to complete the form)
- Administration will follow up with each staff/faculty member to see how the Take Five Process worked when used during class