PROCEDURES
The key component of this classroom process is its focus on how students can achieve their goals without getting in the way of others who are trying to do the same thing.
In short, it teaches students how to respect others.
The Responsible Thinking Process
The Responsible Thinking Process works when teachers are able to give those students, who are disruptive, the opportunity for self-reflection in a non-controlling and supportive environment.
The process utilises questioning and negotiation to find out what causes students to disrupt and allows them the opportunity through plan making to correct their behaviour to become more successful in the learning environment.
By asking the student a series of questions, they are taught to think responsibly about what they have done and what choices they have made.
Through this process students are not taught how to act, but instead taught how to think responsibly.
When used correctly, mutual respect is fostered through the questioning and negotiation process.
The RTP Questions
When a student disrupts, the teacher will ask them to reflect on their behaviour using a series of RTP questions.
The student then has the opportunity to decide how they will behave for the remainder of the lesson.
If the disruptive behaviour continues to occur, the student is given the opportunity for deeper self-reflection.
The student does this in what’s known as the Responsible Thinking Classroom, or RTC.
If the student settles down after being asked the questions then the matter has been resolved.
If the student disrupts later on the teacher asks the 2nd set of questions.
The teacher then fills out the referral form and sends the student to the RTC. The teacher also notifies the RTC that the student is on their way.
If at anytime the student refuses to settle down he/she is asked "Do you want to work with me on this?"
If he/she indicates that they are not willing to cooperate then they are sent to the RTC.
More About the Questions....
What are you doing?
This question should be asked first. Any time students break the rules or don’t conform to criteria or guidelines, the first focus of concern should always be the way they handle themselves, to become aware of their actions, and, more importantly, how their actions might affect others.
What are the rules? or What should you be doing?
To maintain mutual respect, you have to tie whatever they are doing to the rules and standards of wherever they find themselves. You are teaching them to compare what they are doing to the standards of their environment rather than what you want them to do.
What happens when you break the rules?
Here, you are simply getting them to reflect on the consequences of breaking the rules. They must believe something will happen every time they break the rules or a growing respect for others will never develop.
Is that what you want to happen?
Now you are asking them to look within themselves and decide how they want to be as persons. You are really asking them if this is the way they see themselves and how they want to live their lives.
What happens if you choose to disrupt again?
This question, along with the first, should always be asked, even with those children who have already reflected and decided to change how they want to be. It asks, in a different way, the same thing as question four. Do you want to deal, within yourself, with how you treat others, and really be a different person? Reflecting on the future consequences of the way they are presently dealing with their lives is a critical part of the process. Students should also reflect on the unintended consequences of how their ways of reaching their own goals are affecting others. Students who disrupt could be keeping other children from learning, and might injure or humiliate them.
What is a Disruption?
When a student disrupts they interrupt the learning of others and/or the teacher; also, if they create a safety hazard for themselves or others.
To the right is a list of common behaviours within the classroom that has been divided into two categories. RTP Disruption and RTP Non Disruption.
Each individual disruption may vary due to perceptual differences and some will be open to interpretation.
This is why classroom expectations are constructed with the class at the beginning of each semester. Included in this would be specific examples of disruptions that could occur.
A student should miss no more than three classes (including the class they were referred in) before negotiation and re-entry is complete.
If students avoid negotiating and as a result and miss three lessons, they will need to complete 1 day of Home Planning.
Students are only referred to the RTC for the class/teacher they disrupted.
Each time a student is referred to the RTC; the supervisor will log their details into the data capture system and the student’s diary stamped (requiring a parent signature).
AUTOMATIC REFERRALS TO THE RTC
On some occasions, a breach of expectations is more serious, and will result in an automatic referral to the Responsible Thinking Classroom.
Examples of automatic referrals include:
serious breaches of safety expectations/dangerous behaviour
third time late to class
refusal to engage in the questioning process
disrespect towards teacher eg. swearing at a teacher/ violent behaviour etc
disruption during an exam
leaving the classroom without permission
serious breach of technology/College ICT Agreement & Expectations (inappropriate content, filming, etc)
damaging school property (graffiti, destruction etc)
It is vital that the questions are asked, as this ensures students are reminded of the classroom expectations, and are given the opportunity to reflect on their behaviour.
Writing a Plan
The plan is the most important part of the Responsible Thinking Process.
The RTC teacher will work with the student once they have had a reasonable attempt at writing a ‘plan to return to the classroom’ (the student will be asked reflective questions to promote critical thinking about their actions and most importantly, what they intend to do in order to prevent similar situations occurring in the future).
By the time the student visits the teacher to negotiate to get back into class, their plan will contain very specific and achievable goals that the student has indicated they are willing to commit to.
Ongoing Disruptive Behaviour
If a student shows no commitment to their plan and continues to behave in ways that are disruptive, unsafe or disrespectful, then a parent or guardian will be contacted.
A support meeting will be arranged to discuss ways that the College can support the student to achieve success at school.
In some instances parents may be asked to collect their child from school and the student will be required to spend time at home to reflect on their behaviour. When ready to return to school, both the student and parent or guardian, will be required to attend a re-entry interview with the RTP Coordinator and the student’s House Coordinator. During this interview, school expectations will be discussed and proactive measures to support the student will be identified.
The student will then return to the RTC and write a plan indicating how they intend to follow the classroom expectations in order to respect the rights of others and to achieve success within the classroom.
Other instances where a parent or guardian will be contacted regarding student behaviour:
• If a student disrupts twice in the RTC
• If a student does not show commitment to their plan by negotiating within the specified time frame
• If a student does not go to the RTC once being referred by their teacher
• If a student is referred to the RTC on a 'RTP Plan Provisional' (student is in the RTC and returned to class due to their regular teacher is being away)
• Serious acts of misconduct