The Restitution Toolbox by 60Lr1YGG



   Please Do Not Use or Reproduce the
    contents of Toolbox without the
    consent of Joel Shimoji.

     Welcome to
The Restitution Toolbox

      Ingrid Pedersen

       Joel Shimoji

      March 5, 2004
         What’s in the Toolbox?
   1.   Introduction
   2.   Basic Needs
   3.   T-Charts and Y-Charts
   4.   30 Second Interventions
   5.   Weaving
   6.   Collapsing Conflict
   7.   Recommended Reading
     The Hardest Job There Is
   William Glasser contends that effective
    teaching is not only the hardest job in
    the school, it is the hardest job there
                      Job Types

             Things               People

                           Compliant   Resistant
The September 10, 1997 issue of the Journal of the
American Medical Association includes an article
entitled "Protecting Adolescents from Harm" (JAMA.
1997;278:823-832). The most significant finding of
this article was:
   "Parent-family connectedness and
   perceived school connectedness were
   protective of every health risk behavior
   measure except history of pregnancy."
        Academic Achievement
                                  Factors beyond
                                the school’s control

  Quality of
human interaction
              The Big Picture
           Behavior                   Toolbox
                             Social contract Restitution
A    Prosocial behavior                                         r
N                            • T-charts       lessons:          a
A                                                               c
G                            • Y-charts      • Needs            t
E                                            • Behavior car     v
R                                                               e

M   “Grey Area” behavior        • 30 sec. interventions         e
O                                                               s
N                               • Weaving                       t
I                                                               o
                                • Collapsing conflict           r
O                               •                               t
R                                                               i
Bottom line behavior: Prevents learning, compromises safety     e
                                                          R     R
    Violence/ harassment                                  e
    Drugs                        •                        o &
                                                          e     t
    Weapons                                                     u
    Defiance                                                    e
  The    Five Basic Needs



Fun                       Freedom
    Control Theory in the Class
        The characteristics of the 5 basic needs:
   •   are universal
   •   are genetic and in-born.
   •   can evolve over time.
   •   are our internal motivation.

   ALL behavior is purposeful. (To meet a need)
   Each of us is responsible for meeting our own
   Helping to create an environment where others can
    responsibly meet their needs will make a stronger
                       Basic Needs
   Connection        Success       Freedom             Fun
    Survival                                                  Food
     Love          Achievement Choice       Joy
     Belonging     Competence Expression Excitement           Clothing
     Caring        Power       Significance Spontaneity       Shelter
     Cooperation   Competition Synergy      Learning          Sex
     Accepting     Defining    Exploring Playing              Security
     Nurturing     Commanding Flexing       Games             Safety
     Roles         Ideas       Dreams                         Health

    How & What     How & What   How & What How & What How and What
    Family         Work         Imagining      Here and now   Working
    Friends        Projects     Independence   Hands-on       Earning
    Teams          Hobbies      Language       Action         Saving
    Networking     Strength     Synthesis      Challenge      Protecting
    Joining        Education    Merging        Creativity     Sexuality
                Who Are You?              Ingrid
                      Connection                Success

          Success                  Connection

               Personal Needs Analysis
 Scale        Need        Person (+)   Person (-)   Activity (+)    Activity (-)
                          Dena         Mr. X        Flea Market    Shovel Driveway
4- Totally
             Success       4             2              3              2

             Fun           4             1              4              1
3- Mostly
                           4             1              4             1
2- Met a     Freedom
             Connection   4              1                            1
1- Not met

             Adapted from Bruce Innes and Perry Goode
       What’s It Getting You? The Needs Behind
   1) “What were you Misbehavior by (name the
                       trying to get
    behavior)                                                   Tapping pencil,
    hitting, swearing
        Alternative: “What were you avoiding by
   2) Find the need. Listen for statement for the need.
                               Behavior         What it was getting       Need
   a) If you hear a need ask      b) If you get a “I don’t know” pass the needs
    tray.                    Hitting                               Power
                                                Stand up for self
                               Disruptive                             Freedom
                                                   “Off my case”
                               Tripping          “Have some fun.”     Enjoyment
                               Kicked          “Be my friend”         Belonging

    3) STATE: “Should I tell you not to ( __Meet your need__)? “ Child answers: NO
    4) STATE; “I agree with you.”
    5) ASK: “Is there a way that you can (meet your need) without getting into trouble?”
        Y Charts and T Charts
   In 7 Habits of Highly Effective People,
    Covey outlines habit 2 as “begin with the
    end in mind.”
   Just as contractors draw up blueprints prior
    to construction, teachers should help
    students to build a sensory snapshot of the
    ideal class.
   These charts help give you and your
    students a clear understanding of your
   The Y chart is the destination/mission
    statement, the T chart is the map.
            My Job, Your Job
   As an opening exercise, a great way to set
    the climate of your class is to do a t-chart:
          My Job                      Your Job
 1) To teach the curriculum     1) To learn/ study for tests
 2) To manage a safe class.     2) To bring all materials to
 3) To mark assignments and         class.
     tests promptly.            3) To respect the right of
                                    others to learn.
4) To provide tutorials when    4) To complete assignments on
   needed.                         time.
5) Respect: Treat people        5) Be on task: Own your own
    fairly.                          behavior.
My job is not to:              Your job is not to:
1) To give or take abuse       1) To give or take abuse
2) To read your mind
3) To “make” you work/behave   2) To manage this class
            The Best Class
   Another way to set the climate is to get
    the students to brainstorm “If this was
    the best class you ever had, what would
    it look like? Sound like? What would we
                          Looks Like
    be doing?
      The Power of a Question
   Managing behavior with a questions is powerful
   1)        It puts you and your students in a co-
    operative       rather than confrontational
   2)        As it is a request, it doesn’t make the
    student defensive.
   3) If a student chooses not to comply, it doesn’t
              reflect poorly on you.
   4) If told something, the strong things to do is
    to rebel.
   5) It gets them thinking (cerebrum) instead of
     30 Second Interventions


   “THANKS”
          30 Second Interventions
   These interventions help students get back
    on track in a non-confrontational way:
                                                    What’s your
    Is what you’re doing okay now?
                                                    Job now?

                                                 What can I do
      When will you be                            to help you so
                                 What’s the
      ready to start?                            you can _____?

It looks like you have   What are you supposed      Can I help you
a problem. How can I          to be doing?           get started?
help you solve it?
   How You Say It is More
Important Than What You Say


                    Face and Body
         Face and
Tone                Tone
35%                 Words
       Control Me If You Can
   Method       Avoid   Seeking
    Self-                pain
    reward   respect
         Teachers typically use one of five modes to
          “control” behavior.
                        Avoid Pain               Reward from others         Self-respect
                 Punisher         Guilter        Buddy        Monitor       Manager
                 Yells and        Preaches and   Makes        Counts and     Asks
 Teacher does                                                                questions
                  points          shoulds        excuses      measures
Teacher says     “If you          “You should     “Do it                     “What do
                                  have known                  “What’s the    we believe?”
                  don’t I’ll..”                   for me.”
                                  better.”                      rule?”

Legacy           Rebel,            Hide, lie,    Dependency Conformity      Strengthen
                 blame             deny
Student says    I don’t                          I thought    How high?     What can I do
                 care.            I’m sorry      you were                   to fix it?
                                                              How far?
                                                 my friend.
Student         Repeat            Low                     Consequence        Self-
outcome         offense           self-esteem    Weakness oriented
                  Extrinsic Motivation                                        motivation
 Collapsing Conflict
  Jenna         Joel

   Go to friend’s              Manage
   party with        Wants     the injury
   sprained ankle              properly

    Love and        Needs      Safety

1. Go for a max. of 2 hours 3. Foot up
                                            Diane Gossen
2. No dancing           4. You’ll drive
      Interested in Learning More?
   Text references:                    By Steven Covey
   1)Restitution: Restructuring        9) The 7 Habits of Highly Effective
    School Discipline Diane Gossen                   People
    By William Glasser
                                        Website:
   2) Control Theory
   3) Control Theory in the            Dakota Library: Professional
        Classroom                        Development Section
   4) Schools Without Failure
   5) The Quality School                Restitution Committee: Kelly
   6) Choice Theory                     Alexander, Mike Heilmann, Lori Miller,
                                         Lyle Morris, Ingrid Pedersen, Andrea
   By Alfie Cohen                       Sharpe, Joel Shimoji, Eliza Wright.
   7) Punished by Rewards
   8) Beyond Discipline: From
               Compliance to
         Don’t Go Toe to Toe.
      Stand Shoulder to Shoulder
   Any system that uses coercion not only
    undermines your relationship with others
    (Us vs. them mentality) it also perpetuates
    the very behaviors you’re attempting to
    extinguish or
   It is reinforcing or creating a failure
   The restitution triangle is a model that uses
    three powerful control theory concepts:
   1. We’re doing the best we can
   2. All behavior is purposeful.
         Triangle Guidelines
   1. Ask in a calm tone.
   2. If the student don’t answer the
       question or self-evalute, then
    weave to     monitor. It’s important to
    state our    choice is to strengthen
   3. The main objective is to move the
             student to a success identity.
   4. Reality therapy teaches us not to
    dwell on the behaviors but to help
    the person to meet their need in a
    non-harmful       way.
      The Restitution Triangle
   The triangle provides a model for us to deal
    with people. It helps us to work with
    Side 1: Stabilize the Identity
   This side is designed to move the
    focus from conflict (medulla) to
    cooperation. (cortex) or from emotion
    to thought.
   We know a person needs to be
    stabilized when we hear blaming
    (acting out) or denial. (withdrawal)
   You may need to stabilize more than
    once during an interview. If a person
    lapses into defensiveness, guilt, or
    aggression, you need to return to side
            Stabilizing Phrases
   1.0          Human Frailty
     1.1   It’s okay to make a mistake
     1.2   I did the same thing when I was your age.
     1.3   Nobody’s perfect.
   2.0          Resist Placing Blame
     2.1   I’m not interested in fault.
     2.2   I’m not out to blame/punish anyone.
     2.3   I’m not interested in why it wasn’t done.
      I’m        interested in when it will be done.
   3.0         Perspective
     3.1    Sometimes a plan works the second
      or          third time that doesn’t work
      the first         time.
     3.2    Rome wasn’t built in a day.
     3.3    The sun will rise tomorrow.

   When we stabilize, we see people as
    being redeemable and acknowledge the
    potential for change.
Side 2- Validate the Behavior
   Control Theory states that all behavior
    is purposeful.
   It’s important to ask the student what
    the need is and resist telling them
    what their need is.
 Success and Failure Identities
Failure Identity        Needs not met     Needs
         MAD Tatooing                                Unconditional
Tantrum                             Connection
Fight        Body piercing                            Conditional
Throw        Sexuality
Bad words    Speeding                             Deep (within)
                                A   Success
                                                  Cheap (over others)
         SAD                    N             Up and clean

Crying          Depression          Fun
                                              Down and dirty
Run to room     Drugs/alcohol
Pout            Sleeping                           To create
Hide Get sick   Compulsive          Freedom
                Behavior.                          From responsibility

                                                         Diane Gossen

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