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In the early 90�s I had the opportunity to have my eyes opened just a little by Bob Hoglund, a trainer at that time for Bill Glasser�s Quality Schools Program. I, along with a number of district administrators and staff, were in a basic week of training that introduced us to the tenets of Glasser: the basic needs of all people (survival, fun, freedom, belonging, power), the Quality World in everyone�s mindset, Control Theory and Reality Therapy.
During one of Bob�s sessions on Reality Therapy, or �RT� as most of us called it, Bob engaged me in a discussion of a process that I was exceptionally proud of, the Placer High School Detention system. As a vice-principal, I had designed a system that involved getting the cooperation of staff (no small feat) as well as �sending a message� that tardiness would not be a part of the school day for staff and students. Tardy students would serve detention after school under the supervision of a paid staff member. During that detention time students could not talk or fraternize. They could work or sleep. If a student failed to show up for detention, he or she would be suspended. I was exceptionally proud of that system because on paper it sparkled and the staff�s perception was that administration was finally supporting them.
I had chronicled all of this in exquisite detail to Bob when Bob asked what I thought was a meaningless, silly question: �Is it working?�
�Is it working?� I chortled in disbelief. �Sure it is. The kids don�t dare challenge it. The teachers think it�s great.�
�No,� Bob replied, �I mean is it working? Have the numbers of tardy students decreased?�
Well, I�ve only had that sense of emptiness in me two other times in my life, both of which shall stay unknown, but I had to struggle to say what I knew was the truth, �Well, Bob, no, but the�.�
Before I could finish, Bob replied, �Then why would you do it? Why would you do what isn�t working?�
Sometimes it takes an outside observer to create those small epiphanies that prompt you to change. I knew that my system was built upon pulling the wings off flies. I eventually came to know that I didn�t want to model that to my staff. During my six year tenure as high school principal, I eliminated detention andoff-campus suspension. I asked/demanded that teachers work with students on tardy problems and other problems that might lead to suspension. It was essentially a 180 degree turn, but one that led me to seeing students and staff as people who should be engaged in creating a supportive environment where quality work could be produced rather than devoting their energies to creating and living in systems that don�t champion quality relationships or work. You owe it to yourself and your school to contact Bob! Tom Johnson, Placer Union High School District, Auburn, CA
I wanted you to know how Bob Hoglund has helped our school district to support students' achievement, their capacity to make meaningful choices and increase their responsibility. Over a four-year period, Bob conducted a series of three-day Educating for Responsibility and Quality workshops for our entire faculty. Our District called the program "Responsibility Training". After the whole district completed the training, many of our teachers have said that the District had never been so aligned philosophically.
All of our schools have received the National Blue Ribbon School Award and the High School has been a recipient two times as well as recognized as a New American High School.
Bob's support, with the principles and practices of Choice Theory and Reality Therapy (Educating for Responsibility and Quality), provide our District with a common language and purpose. He has helped to make a real difference in how we think about and plan for instruction and interact with one another as we continually work to create a community of learners.
Bob has the unique ability to help educators move from theory to practice and "make connections" between the various programs we implement: Choice Theory, Responsibility Training, cooperative learning, Standards, Differentiated Instruction, etc.
He is helping to ensure continuity of practices by working closely with teacher leaders to build a training-of-trainers professional development model.
See what Educating for Responsibility and Quality can do for your school!
Shelley Beck / Secondary Curriculum/Staff Development / Pittsburgh, PA
�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, Socorro ISD, El Paso, TX
I thoroughly enjoyed my four days of learning and especially enjoyed your presentation and involvement methods--they work VERY well for adult learners!
Although my mind was on MANY administrative issues related to getting the school year started, your instruction helped me also keep focus on what I am truly here for--our students. THANK YOU VERY MUCH FOR HELPING ME TO BE A BETTER EDUCATOR/ADMINISTRATOR!
�Before the four-day Intensive Week with Bob Hoglund, I had perceived this program as just another �feel good� classroom approach with no basis in the realities of public school teaching - especially eighth graders! My doubts were eliminated. I found a workable, empowering approach to both learning and classroom discipline. It showed me how to help get my students off of �automatic pilot� and making choices they have to enrich their lives. I have seen it build true achievement and self-respect, rather than false �self-esteem�. If it is effective with middle school students, it can be effective ANYWHERE.
�After attending the Educating for Responsibility and Quality workshop, I feel strongly that these concepts are the most valuable tools that I can have as a teacher.�
�Bob Hoglund's workshops engage you as a learner and encourage you to explore issues. They empower educators with practical tools they can use to make a difference in their classroom and school�
Thanks for a tremendous workshop. We have been hearing nothing but raves. You have such incredible insights and are so knowledgeable about your work that you have a rare ability to think on your feet and adjust your presentation without losing the essential message.
Ron Korenich, Director of Elementary Curriculum, Fox Chapel Area School District, Pittsburgh, PA
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957 East Guadalupe Road #30 / Tempe, Arizona 85283-3041 / (480) 839-7855 / [email protected] / www.bobhoglund.com