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This training, formerly known
as Educating for Responsibility and
Quality™ has
helped thousands of educators incorporate
theory and practical techniques that help
students take more responsibility for their
academic work and school behavior.
“I believe that you bring a practical approach to quality
that helps educators believe it’s possible to achieve…. If quality is going
to work in schools, it will take trainers like you who know the answers to
legitimate questions about implementing quality.
You are the right
person for this worthwhile task!”
Charlie Vass
Assistant Superintendent
El Paso, Texas
Rationale:
If students do not believe that there is
value in what is being asked of them, they
will put forth minimal effort or not do the
work at all. If students do not have a
positive relationship with their teacher,
they will put forth minimal effort or not do
the work at all. Therefore, “how” students
are treated on a daily basis and dealt with
in problem situations is crucial to their
learning process.
Discipline programs are bound to fail because
they don’t address the entire problem.
“Systems thinking” explains that the adults
are responsible for assessing the system and
making changes to the processes that make
learning more useful and satisfying. The
student is not solely to blame for the
problem.
The combination of
psychology, effective teaching, and
leadership and intervention strategies
provides a balanced long-term, win-win
approach to classroom management.
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Choice
Theory
explains motivation. “How” and “why”
people behave.
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Reality
Therapy
is a
questioning process that leads to
responsibility.
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Responsibility Education
provides the intervention strategies
(discipline) that can be used in problem
situations.
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Quality,
Quality Tools
and Leadership Principles
provide a systems approach for district,
school and classroom
management.
Topics that address system issues include:
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Vision & Direction |
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What kind of class experience do I
want to create for my learners? |
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What is the class Mission Statement?
What are the
Class SMART Goals? |
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Why should my students learn this
information? |
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Environment |
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How do I want to be seen as the
leader of this class? |
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What is the ideal learning
environment? |
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What processes and procedures will we need
to accomplish that? |
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Expectations |
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What kind of class do I want to
create for my learners? |
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What are the educational standards?
What are the student SMART Goals? |
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What rights and responsibilities are
needed in this classroom / school? |
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Evaluation |
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How and when will the students be
able to self-evaluate their work and
effort? |
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How will the classroom assessments
benefit the learner? |
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How will “Quality Tools”
and data collection be used to
improve achievement? |
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Workshop Objectives:
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Choice Theory: The Psychological
Framework of "Quality" |
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The participant will: |
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know and explain the four Basic
Psychological Needs. |
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understand and explain the
concept of Quality World. |
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understand and explain how
perceptions shape reality. |
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identify and explain the four
components of behavior. |
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explain the relationship
between needs, wants, perceptions
and behavior. |
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Responsibility Therapy: The
Questioning Process |
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The participant will: |
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learn and practice the four
questions that increase responsible
thinking. |
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learn how to use SMART
Goals and Plans. |
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understand and implement the
commitment phase in conferences. |
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practice the "questioning
process". |
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Responsibility Education: Classroom
Applications |
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The participant will: |
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understand the philosophy of
Intervention Strategies and
discipline within the quality
framework. |
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know how to use the
responsibility questions for
academic quality. |
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know how to
use the questions to minimize class
disruptions. |
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Class Meetings |
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The participant will: |
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know how to use the three types
of class meetings.
how to
use the three types of questions. |
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know how to adapt class
meetings into Cooperative/Class
Meetings™. |
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Pathways to Quality |
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The participant will: |
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identify and explain the Three E's
and their relationship to quality. |
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be able to explain and develop an
Aim, Vision & Direction (Mission
Statements) |
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understand the importance of
creating a positive, supportive,
learning environment. |
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know the seven habits that detract
from quality relationships. |
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know the seven habits that create or
maintain quality relationships. |
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understand the characteristics of
effective leadership. |
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understand the relationship between
internal motivation and quality
work. |
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Quality Tools |
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The participant will: |
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understand the links between
Educating for Responsibility and
Quality and the framework of
quality. |
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understand the links between
Educating for Responsibility and
Quality and the quality tools. |
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Contact Bob
today to schedule Educating for
Responsibility and Quality for your school
or district!
(480)
861-3116 or
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