CopyrightCopyright

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

Joel.Shimoji@lrsd.orgJoel.Shimoji@lrsd.org

Welcome to Welcome to The Restitution ToolboxThe Restitution Toolbox

Ingrid PedersenIngrid Pedersen

Joel ShimojiJoel Shimoji

March 5, 2004March 5, 2004

What’s in the Toolbox?What’s in the Toolbox? 1.1. IntroductionIntroduction 2. Basic Needs2. Basic Needs 3. T-Charts and Y-Charts3. T-Charts and Y-Charts 4.4. 30 Second Interventions30 Second Interventions 5. Weaving5. Weaving 6.6. Collapsing ConflictCollapsing Conflict 7. Recommended Reading7. Recommended Reading

The Hardest Job There IsThe Hardest Job There Is William Glasser contends that effective William Glasser contends that effective

teaching is not only the hardest job in teaching is not only the hardest job in the school, it is the hardest job there is.the school, it is the hardest job there is.

Job TypesJob Types

ThingsThings PeoplePeople

CompliantCompliant ResistantResistant

The September 10, 1997 issue of the The September 10, 1997 issue of the Journal of the Journal of the American Medical Association American Medical Association includes an article includes an article entitled "Protecting Adolescents from Harm" (JAMA. entitled "Protecting Adolescents from Harm" (JAMA. 1997;278:823-832).1997;278:823-832). The most significant finding of The most significant finding of this article was:this article was:

"Parent-family connectedness and "Parent-family connectedness and perceived school connectedness were perceived school connectedness were protective of every health risk behavior protective of every health risk behavior measure except history of pregnancy." measure except history of pregnancy."

Academic Achievement Academic Achievement TracedTraced

TechnicalTechnical 6%6%

Factors beyondFactors beyondthe school’s controlthe school’s control 18%18%

Quality of Quality of human interactionhuman interaction 76%76%

The Big PictureThe Big Picture BehaviorBehavior Toolbox Toolbox

Prosocial behaviorProsocial behavior

““Grey Area” behaviorGrey Area” behavior

Bottom line behavior: Prevents learning, compromises safetyBottom line behavior: Prevents learning, compromises safety

Violence/ harassmentViolence/ harassmentDrugsDrugsWeaponsWeaponsDefianceDefiance

Social contractSocial contract• • T-chartsT-charts• • Y-chartsY-charts

PPrrooaaccttiivvee

• • 30 sec. interventions30 sec. interventions

• Collapsing conflictCollapsing conflict• •

RReessttoorraattiivvee

• • WeavingWeaving

R RR Re ee em sm so & to & tv iv ie te t uu tt ee

MMAANNAAGGEERR

MMOONNIITTOORR

••

RestitutionRestitution lessons: lessons: • • NeedsNeeds • • Behavior carBehavior car

The Five Basic NeedsThe Five Basic Needs

SurvivalSurvival

SuccessSuccess

ConnectionConnection

FunFun FreedomFreedom

Control Theory in the Control Theory in the ClassClass

The characteristics of the 5 basic needs:The characteristics of the 5 basic needs: • • are universalare universal • • are genetic and in-born.are genetic and in-born. • • can evolve over time.can evolve over time. • • are our internal motivation.are our internal motivation.

ALL behavior is purposeful. (To meet a ALL behavior is purposeful. (To meet a need)need)

Each of us is responsible for meeting our Each of us is responsible for meeting our own needs.own needs.

Helping to create an environment where Helping to create an environment where others can responsibly meet their needs others can responsibly meet their needs will make a stronger group.will make a stronger group.

Basic NeedsBasic Needs Connection Success Freedom Fun SurvivalConnection Success Freedom Fun Survival

LoveLoveBelongingBelongingCaringCaringCooperationCooperationAcceptingAcceptingNurturingNurturingRolesRoles

AchievementAchievementCompetenceCompetencePower Power CompetitionCompetitionDefiningDefiningCommandingCommandingIdeasIdeas

ChoiceChoiceExpressionExpressionSignificanceSignificanceSynergySynergyExploringExploringFlexingFlexingDreamsDreams

JoyJoyExcitementExcitementSpontaneitySpontaneityLearningLearningPlayingPlayingGamesGames

FoodFoodClothingClothingShelterShelterSexSexSecuritySecuritySafetySafetyHealthHealth

How & WhatHow & What How & WhatHow & What How & WhatHow & What How & WhatHow & What How and WhatHow and What

FamilyFamilyFriendsFriendsTeamsTeamsNetworkingNetworkingJoiningJoining

WorkWorkProjectsProjectsHobbiesHobbiesStrengthStrengthEducationEducation

ImaginingImaginingIndependenceIndependenceLanguageLanguageSynthesisSynthesisMergingMerging

Here and nowHere and nowHands-onHands-onActionActionChallengeChallengeCreativityCreativity

WorkingWorkingEarningEarningSavingSavingProtectingProtectingSexualitySexuality

Who Are You?Who Are You?SuccessSuccess

Connection Connection

FunFun

FreedomFreedom

SuccessSuccess

ConnectionConnection

Freedom

Freedom

FunFun

Joel Ingrid

ConnectionConnection

SuccessSuccess

FunFun

FreedomFreedom

Personal Needs Personal Needs AnalysisAnalysis

Adapted from Bruce Innes and Perry Goode

Need Person (+) Person (-) Activity (+) Activity (-)Need Person (+) Person (-) Activity (+) Activity (-)

SuccessSuccess

FunFun

FreedomFreedom

ConnectionConnection

ScaleScale

4- Totally4- Totally metmet

3- Mostly3- Mostly metmet

2- Met a 2- Met a littlelittle

1- Not met1- Not met

DenaDena

4

4

4

4

Mr. XMr. X

2

1

1

1

Flea MarketFlea Market

3

4

4

4

Shovel DrivewayShovel Driveway

2

1

1

1

What’s It Getting You? The Needs Behind What’s It Getting You? The Needs Behind MisbehaviorMisbehavior 1) “What were you trying to get by 1) “What were you trying to get by (name the (name the

behavior)behavior) Tapping pencil, Tapping pencil, hitting, swearinghitting, swearing

Alternative: “What were you avoiding by Alternative: “What were you avoiding by _________”_________”

2) Find the need. Listen for statement for the 2) Find the need. Listen for statement for the need.need.

a) If you hear a need ask b) If you get a “I don’t know” pass a) If you hear a need ask b) If you get a “I don’t know” pass the needs tray.the needs tray.

Behavior Behavior

What it was gettingWhat it was getting NeedNeed

Hitting Hitting Stand up for selfStand up for self PowerPower

DisruptiveDisruptive ““Off my case”Off my case”FreedomFreedom

TrippingTripping ““Have some fun.”Have some fun.” EnjoymentEnjoyment

KickedKicked ““Be my friend”Be my friend” BelongingBelonging3) 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 ChartsY Charts and T Charts In In 7 Habits of Highly Effective People,7 Habits of Highly Effective People, Covey Covey

outlines habit 2 as “begin with the end in outlines habit 2 as “begin with the end in mind.”mind.”

Just as contractors draw up blueprints prior Just as contractors draw up blueprints prior to construction, teachers should help students to construction, teachers should help students to build a sensory snapshot of the ideal class.to build a sensory snapshot of the ideal class.

These charts help give you and your students These charts help give you and your students a clear understanding of your destination. a clear understanding of your destination.

The Y chart is the destination/mission The Y chart is the destination/mission statement, the T chart is the map. statement, the T chart is the map.

Writing these sensory indicators (looks like, Writing these sensory indicators (looks like, sounds like, feels like.) clarifies thought and sounds like, feels like.) clarifies thought and helps break the whole into parts.helps break the whole into parts.

My Job, Your JobMy Job, Your Job As an opening exercise, a great way to set As an opening exercise, a great way to set

the climate of your class is to do a t-chart:the climate of your class is to do a t-chart:My JobMy Job Your JobYour Job

1) To teach the curriculum1) To teach the curriculum

2) To manage a safe class.2) To manage a safe class.3)3) To mark assignments andTo mark assignments and tests promptly.tests promptly.

1) To learn/ study for tests1) To learn/ study for tests2) To bring all materials to 2) To bring all materials to class.class.3) To respect the right of 3) To respect the right of others to learn.others to learn.

4) To complete assignments on4) To complete assignments on time.time.

4) To provide tutorials when4) To provide tutorials when needed.needed.5)5) Respect: Treat peopleRespect: Treat people fairly.fairly.

5)5) Be on task: Own your ownBe on task: Own your ownbehavior.behavior.

My job is not to:My job is not to: Your job is not to:Your job is not to:

1) To give or take abuse1) To give or take abuse2) To read your mind2) To read your mind

1) To give or take abuse1) To give or take abuse2) To manage this class2) To manage this class3) To “make” you work/behave3) To “make” you work/behave

The Best ClassThe Best Class Another way to set the climate is to get the Another way to set the climate is to get the

students to brainstorm “If this was the best students to brainstorm “If this was the best class you ever had, what would it look like? class you ever had, what would it look like? Sound like? What would we be doing?Sound like? What would we be doing?

Looks LikeLooks LikeSounds Like

Sounds LikeDoingDoing

The Power of a QuestionThe Power of a Question Managing behavior with a questions is Managing behavior with a questions is

powerful because:powerful because: 1) 1) It puts you and your students in a co-It puts you and your students in a co-

operative operative rather than confrontational rather than confrontational situation.situation.

2) 2) As it is a request, it doesn’t make the As it is a request, it doesn’t make the student student defensive.defensive.

3) If a student chooses not to comply, it 3) If a student chooses not to comply, it doesn’t doesn’t reflect poorly on you.reflect poorly on you.

4) 4) If told something, the strong things to If told something, the strong things to do is to do is to rebel.rebel.

5) It gets them thinking (cerebrum) 5) It gets them thinking (cerebrum) instead of instead of survival mode. (medulla)survival mode. (medulla)

30 Second Interventions30 Second Interventions

RULES OF ENGAGEMENTRULES OF ENGAGEMENT

NON-CONFRONTATIONAL, "HIT AND RUN"NON-CONFRONTATIONAL, "HIT AND RUN" ASK A QUESTION, or GIVE THE ANSWER ASK A QUESTION, or GIVE THE ANSWER ““YOU CAN HANDLE IT” YOU CAN HANDLE IT”

““THANKS”THANKS”

30 Second Interventions30 Second Interventions These interventions help students get back These interventions help students get back

on track in a non-confrontational way:on track in a non-confrontational way:

Is what you’re doing okay now?Is what you’re doing okay now?What’s yourWhat’s yourJob now?Job now?

When will you beWhen will you beready to start?ready to start? What’s the What’s the

Rule?Rule?

What can I do What can I do to help you soto help you so

you can _____?you can _____?

What are you supposedWhat are you supposedto be doing?to be doing?

It looks like you haveIt looks like you havea problem. How can Ia problem. How can Ihelp you solve it?help you solve it?

Can I help youCan I help youget started?get started?

How You Say It is More How You Say It is More Important Than What Important Than What

You SayYou Say

Face and Body55%

Tone35%

Words10%

Face and Body

Tone

Words

Control Me If You CanControl Me If You Can

Method Avoid Seeking Method Avoid Seeking Self-Self- pain pain reward respectreward respect

Teachers typically use one of five Teachers typically use one of five modes to “control” behavior.modes to “control” behavior.

Punisher Guilter Buddy Monitor ManagerPunisher Guilter Buddy Monitor Manager

Teacher doesTeacher doesYells andYells and pointspoints

Teacher says Teacher says “If you “If you don’t I’ll..”don’t I’ll..”

LegacyLegacy Rebel,Rebel, blame blame Student says Student says I don’tI don’t

care.care.

Student Student Repeat Repeat outcomeoutcome offense offense

Avoid PainAvoid Pain Reward from othersReward from others Self-respectSelf-respect

E x t r i n s i c M o t i v a t i o nE x t r i n s i c M o t i v a t i o n IntrinsicIntrinsicmotivationmotivation

Preaches andPreaches andshouldsshoulds““You shouldYou shouldhave knownhave knownbetter.”better.”

Hide, lie,Hide, lie, denydeny

I’m sorryI’m sorry

LowLowself-esteemself-esteem

MakesMakesexcusesexcuses

““Do it Do it for me.”for me.”

DependencyDependency

I thought I thought you wereyou weremy friend.my friend.

WeaknessWeakness

Counts andCounts andmeasuresmeasures

““What’s theWhat’s the rule?”rule?”

ConformityConformity

How high?How high?How far?How far?

ConsequenceConsequenceorientedoriented

AsksAsksquestionsquestions

““What doWhat dowe believe?”we believe?”

StrengthenStrengthen

What can I doWhat can I doto fix it?to fix it?

Self-Self- restitutionrestitution

Collapsing ConflictCollapsing Conflict

WantsWants

NeedsNeeds

JennaJenna JoelJoel

Go to friend’s Go to friend’s party with party with sprained anklesprained ankle

ManageManagethe injurythe injuryproperlyproperly

Love and Love and belongingbelonging

SafetySafety

Diane GossenDiane Gossen1. Go for a max. of 2 hours1. Go for a max. of 2 hours2. No dancing2. No dancing

3. Foot up3. Foot up4. You’ll drive4. You’ll drive

Interested in Learning Interested in Learning More?More? Text references:Text references:

1)Restitution: 1)Restitution: Restructuring School Restructuring School Discipline Discipline Diane GossenDiane Gossen

By William GlasserBy William Glasser 2) 2) Control TheoryControl Theory 3) Control Theory in the 3) Control Theory in the

ClassroomClassroom 4) Schools Without Failure4) Schools Without Failure 5) The Quality School5) The Quality School 6) Choice Theory6) Choice Theory By Alfie CohenBy Alfie Cohen 7) Punished by Rewards7) Punished by Rewards 8) Beyond Discipline: From 8) Beyond Discipline: From

Compliance to Compliance to CommunityCommunity

By Steven CoveyBy Steven Covey 9) The 7 Habits of Highly 9) The 7 Habits of Highly

Effective Effective PeoplePeople

Website: Website: www.realrestitution.comwww.realrestitution.com

Dakota Library: Professional Dakota Library: Professional Development SectionDevelopment Section

Restitution Committee: Kelly Restitution Committee: Kelly Alexander, Mike Heilmann, Lori Alexander, Mike Heilmann, Lori Miller, Lyle Morris, Ingrid Miller, Lyle Morris, Ingrid Pedersen, Andrea Sharpe, Joel Pedersen, Andrea Sharpe, Joel Shimoji, Eliza Wright. Shimoji, Eliza Wright.

Don’t Go Toe to Toe. Don’t Go Toe to Toe. Stand Shoulder to Stand Shoulder to

ShoulderShoulder Any system that uses coercion not only Any system that uses coercion not only

undermines your relationship with others undermines your relationship with others (Us vs. them mentality) it also perpetuates (Us vs. them mentality) it also perpetuates the very behaviors you’re attempting to the very behaviors you’re attempting to extinguish orextinguish or

It is reinforcing or creating a failure identity.It is reinforcing or creating a failure identity. The restitution triangle is a model that uses The restitution triangle is a model that uses

three powerful control theory concepts:three powerful control theory concepts: 1.1. We’re doing the best we canWe’re doing the best we can 2.2. All behavior is purposeful.All behavior is purposeful. 3.3. We are internally motivated.We are internally motivated.

Triangle GuidelinesTriangle Guidelines 1.1. Ask in a calm tone.Ask in a calm tone. 2.2. If the student don’t answer the If the student don’t answer the

question or self-evalute, then question or self-evalute, then weave to weave to monitor. It’s important to monitor. It’s important to state our state our choice is to strengthen choice is to strengthen them.them.

3.3. The main objective is to move the The main objective is to move the student to a success identity.student to a success identity.

4.4. Reality therapy teaches us not to Reality therapy teaches us not to dwell dwell on the behaviors but to help on the behaviors but to help the person the person to meet their need in a to meet their need in a non-harmful non-harmful way.way.

The Restitution TriangleThe Restitution Triangle The triangle provides a model for us to deal The triangle provides a model for us to deal

with people. It helps us to work with with people. It helps us to work with students.students.

Side 1: Side 1: StabilizeStabilize the the IdentityIdentity

This side is designed to move the focus This side is designed to move the focus from conflict (medulla) to cooperation. from conflict (medulla) to cooperation. (cortex) or from emotion to thought.(cortex) or from emotion to thought.

We know a person needs to be We know a person needs to be stabilized when we hear blaming (acting stabilized when we hear blaming (acting out) or denial. (withdrawal)out) or denial. (withdrawal)

You may need to stabilize more than You may need to stabilize more than once during an interview. If a person once during an interview. If a person lapses into defensiveness, guilt, or lapses into defensiveness, guilt, or aggression, you need to return to side 1.aggression, you need to return to side 1.

Stabilizing PhrasesStabilizing Phrases

1.01.0 Human FrailtyHuman Frailty 1.11.1 It’s okay to make a mistakeIt’s okay to make a mistake 1.21.2 I did the same thing when I was your I did the same thing when I was your

age.age. 1.31.3 Nobody’s perfect.Nobody’s perfect.

2.02.0 Resist Placing BlameResist Placing Blame 2.12.1 I’m not interested in fault.I’m not interested in fault. 2.22.2 I’m not out to blame/punish anyone.I’m not out to blame/punish anyone. 2.32.3 I’m not interested in why it wasn’t done. I’m not interested in why it wasn’t done.

I’m I’m interested in when it will be interested in when it will be done.done.

3.03.0 PerspectivePerspective 3.13.1 Sometimes a plan works the Sometimes a plan works the

second or second or third time that third time that doesn’t work the first doesn’t work the first time.time.

3.23.2 Rome wasn’t built in a day.Rome wasn’t built in a day. 3.33.3 The sun will rise tomorrow.The sun will rise tomorrow.

When we stabilize, we see people as When we stabilize, we see people as being redeemable and acknowledge being redeemable and acknowledge the potential for change.the potential for change.

Side 2- Validate the Side 2- Validate the BehaviorBehavior

Control Theory states that Control Theory states that allall behavior is purposeful.behavior is purposeful.

It’s important to It’s important to askask the student the student what the need is and resist what the need is and resist tellingtelling them what their need is.them what their need is.

Success and Failure Success and Failure IdentitiesIdentities

Needs

ConnectionUnconditional

Conditional

SuccessDeep (within)

Cheap (over others)

FunUp and clean

Down and dirty

FreedomTo create

From responsibility

Survival

Needs not met

PAI N

Failure Identity

MAD

SAD

TantrumFightThrowBad words

CryingRun to roomPoutHide Get sick

TatooingBody piercingSexualitySpeeding

DepressionDrugs/alcoholSleepingCompulsiveBehavior.

Diane Gossen