Chapter 21 Thoughts and Suggestions from an RTC Teacher
 

Darleen Martin: RTC Teacher
Clarendon Elementary School, Osborn School District. Phoenix, Arizona

Note: All the various forms referred to in this chapter have been removed and can be seen in Discipline For Home And School, Book One, Third Edition, from which this chapter was taken. Editor

Darleen Martin is the first RTC teacher. I worked with her as I created the RTC, and she has been helping me improve on the original model ever since. She is among the best, and many other RTC teachers have spent hours learning from this highly skilled and competent teacher.
-Ed Ford

In December 1993, my principal offered me the opportunity to be our school's first responsible thinking classroom teacher. I excitedly accepted the challenge. RTP's logi- cal approach to helping students think for themselves to resolve their difficulties captured me! Although I've had three opportunities to teach in a regular classroom, I've chosen to stay in the RTC. Rebecca McNany, my aide, who has been with the program since its birth, has also chosen to stay.

I have often been asked, "How can you do this day after day, and year after year?" I guess it's those everyday little miracles. Take Eddie, for instance. In the 4th grade, he was disruptive and volatile. During the 5th grade, he became very explosive, and we spent a great deal of time working on anger management. Last September, Eddie returned as a 6th grader and was given the following assignment: "Have you or someone you know ever worked hard to achieve a difficult goal? Write a paragraph discussing this goal." Here is his paragraph:

Last year I had the worst temper in the world. If anyone would say anything wrong to me I would start throwing objects in the classroom. One time by accident I almost hit a group of people. But as the year went on I had gotten control of my temper and that was very important to me. Another thing that was sorta important to me is when the RTC teacher asked me that if I had any spare time to help a little boy in the fourth grade who had the same problem I did earlier in the school year. My goals were to help the little boy and help myself.

After Eddie had developed some self-control while in the 5th grade, I had asked him to talk with Breen, a 4th grade student who was displaying similar actions to those Eddie displayed the year before. I have found that by pairing students or by arranging for mentors, two results often happen: the student having difficulties is receptive to input from a peer who has experienced the same difficulties, and the peer or mentor further builds his self-esteem and continues to be successful.

Typically a shy boy, Eddie voluntarily read his paragraph to the class and bashfully gave permission to reprint it here. I thank his teacher, Joyce Merritt, for sharing this with me. There are many, many stories similar to Eddie's that I could tell.

A recurring question I've heard over the years from classroom teachers is "How do I keep track of which students have disrupted and how many times?" One 5th grade teach-er developed an easy method. She simply had a copy of the daily attendance record nearby and placed a checkmark by the name of each student she had to ask, "What are you doing?", "What are the rules?", etc. Thus, she just referred to the list when a disturbance occurred, and if the disruptive student had a previous checkmark, then that student had to go to the RTC. At the end of each day, the class began to tally how many disruptions occurred that day. They then set goals for fewer interruptions the next day. Soon, students began to graph the number of disruptions and figure percentages. The teacher incorporated this into their math lessons. This example is from a teacher who admittedly did not use RTP during the previous two years!
Another teacher concern is the classroom instruction that a student misses because he is in the RTC. In reply, I pose two questions. First, "Is the student learning when he is disrupting?" Second, "Are the other students in the classroom learning when the student is disrupting?" Through discussions of this nature, teachers realize that once the student causing difficulties is removed, the class can continue learning. The student who goes to the RTC, with guidance, can realize what it is he wants and how to get what he wants without infringing on the rights of others.

A particular situation I am thinking of involved a 5th grade student whom I had only seen sporadically until the month of February. In February, Domiano became a "frequent flyer." His teacher and I sat down and brainstormed about what was important to him. His teacher expressed concern about how far behind Domiano was. This was out of character for this bright young man. While talking with Domiano, I realized that he knew he was behind in his classes and wanted to do something about it but didn't know how. He felt as though there was no light at the end of the tunnel! His mother had started a new job in January which required her to leave for work before Domiano came home from school. She usually was asleep when he got ready for school in the mornings, so they were seeing each other less frequently. The plan that Domiano developed and negotiated with his teacher stated that he would come to me each morning and at the end of each day to discuss completed work and what he would take home to do each evening. With a slight amount of acknowledgement and someone with whom to share his accomplishments, Domiano became caught up in his school work.
It is imperative that there be open dialogue between the RTC teacher and other staff. A good time to meet with staff is when they have grade-level meetings. The groups are smaller, and specific concerns can be addressed. In my school, there are certain student restrooms for each grade level. A great increase in graffiti became noticeable in the 6th grade boys' restroom. The problem was discussed at a grade-level meeting, and the teachers agreed to keep sign-out sheets for students using the restroom. During the day, staff checked the restroom, noting the time and amount of graffiti. By comparing the sign-out sheets with the teachers' notes, we were able to determine who was responsible. Through this cooperative effort, we were able to minimize the gang writing and restore a feeling of safety and pride to the school.

Sometimes, instead of trying to explain how to overcome an objection, I simply role-play with the teacher. This has proved to be invaluable. By modeling the situation, you provide a clearer understanding for the teacher and an opportunity to discuss pitfalls to avoid.

A solid, strong working relationship is important not only between the RTC teacher and staff, but also between the RTC teacher and administrators. An important factor in the success of the RTC is that the administrators remain approachable and supportive. Never have I felt threatened or intimidated when a disagreement occurs. These situations have been resolved through discussion, with valuable input from all involved. Nor have I been made to feel un-comfortable for any decisions I've made. I have been in numerous conferences with administrators, staff, students, and parents. It still amazes me how the questioning process enlightens the irate parent about the circumstances surrounding the purpose of the conference. There have been times when a parent has come in furious with me for un-justly sending her child home. During the conference, the parent realizes that the child has caused a disturbance at least four times before losing the privilege of remaining at school for the rest of the day. When a student has to go home from the RTC because of his disruptions, it is the ad-ministrator who transports that student if a parent is unable to come for the student. Needing to take a student home often occurs at an inopportune time, making administrative commitment crucial. The re-entry process the next day requires a conference involving a parent, the student, an administrator, and myself. During the conference, the student's commitment and his willingness to work on returning to the classroom are discussed. He remains at school, starting in the RTC.

Conferences with students and parents are extremely revealing. Many times I have heard, "It's the school's fault," "another student started it," "another student did it too, and he wasn't sent home." One father told his son to "hold onto your anger, because anger is power!" The key to a successful conference with an upset parent is to remember to ask questions of not only the student but the parent as well. What is it that the parent wants for her child, and what does the child want? How can we work together to attain that?

This brings to mind the following incident. I walked into the principal's office to overhear an irate mother expressing to the assistant principal that I had not taken care of an incident the previous day. Her 4th grade son had told her that he was beaten up after school by a 6th grade boy. Furthermore, she said that I had threatened to call the police to arrest her son. The mother was so upset with me that initially she would not even acknowledge my presence. After she had finished explaining the situation as she knew it, I asked her if she would mind if I asked her son, Lawson, some questions. Hesitantly, she shrugged her shoulders and nodded permission. I then asked Lawson if I could ask him some questions. (Note that both parent and student were asked for permission.) The first question I asked Lawson was "Did I call you to the RTC yesterday so we could talk about what happened?" Lawson answered, "Yes." "Did I also discuss what happened with Nelson and Preston?" "Yes." "Did I talk to each of you separately, then all together?" "Yes." "How did everyone agree this happened?" "An accident when we were playing basketball." At this time, in amazement, Lawson's mother said, "Playing basketball- you didn't tell me that. I thought he was picking on you!" Next I asked Lawson, "What solution did the three boys decide on yesterday?" The agreement was that the 4th graders would play basketball only with 4th graders, and the 6th graders would play basketball only with 6th graders.

Next, we addressed the issue of the police, again through a questioning process. (Lawson had come to the RTC on a time-out and, while in the RTC, decided that he wanted to go home. Since there was no phone at his home, and an administrator who could transport him was at lunch, I explained to Lawson that he would have to wait a few minutes. Lawson then said that he would walk home, and that I couldn't stop him.) As Lawson's mother repositioned herself in her chair so that she could better see Lawson, I asked, "Did you tell your mother I was going to call the police on you?" Lawson answered, "Yes." "Did you tell your mother what you told me you were going to do?" "No." Lawson's mother asked, "Lawson, what were you going to do?" "Walk home." I asked, "Lawson, did you and I have a conversation about what the law requires me to do if you leave campus by yourself?" "Yes." "Did you explain this to your mother?" Lawson's mother interjected, "No, he certainly did not! I walk in here today, mad, thinking he's being intimidated by a 6th grader, and that you were threatening to call the police. This certainly is turning out differently from what I heard at home, and I am really, really sorry. Son, you and I have some things to discuss this evening!"

At the beginning of the school year, all teachers bring their classes to the RTC for 20-minute orientation sessions. These sessions serve as refreshers for former students and staff and as introductions for all new members of the student body and staff to RTC policies, procedures, and purposes. The students can experience how the RTC looks and feels, and how a student can begin to resolve her problems. I go over making plans with them, role-play, and answer questions. The students begin to perceive the RTC as a problem-solving room. It's important that children learn to make a safe world for themselves. They need to think through and then implement successful ways of handling situations. The plan-making process helps develop a helpful pattern of thought.

This brings to mind a 4th grade student, Patrick, who at the beginning of the school year came to the RTC for slapping another student. This had been witnessed by the classroom teacher. He came in, got a plan, and sat and sat. I went over to him a few times, asked what he had done, what his teacher saw him do, and tried to guide him into accepting responsibility for his actions and working on a plan. His repeated reply was "I didn't do anything." After a period of time, I approached him again and asked, "Patrick, what did your hands do?" His reply was, "Oh," and he began to work on his plan. Instead of me telling him what his teacher said he did, he accepted responsibility for his actions once the right question was asked.

In order for the RTC teacher to be able to ask the right questions and effectively help a student develop a plan, it is imperative that there be a brief description on the referral form (shown at the end of this chapter), as opposed to just a checkmark describing the infraction. In other words, what specifically did the student do (talking out, wandering around the room, flicking paper across the desk)?

Once the student has written an acceptable plan and we have reviewed it together, I contact the classroom teacher for a conference time so that the student can negotiate his return to class. Teachers must keep in mind the meaning of "negotiate"-attempting to reach a mutual agreement-so as to guarantee discussion with the goal of arriving at a settlement. View such negotiations as quality time. If a teacher feels that the student's commitment is not genuine, or that there is a lack of sincerity during the negotiation process, then the student should return to the RTC to review what it is that he wants. (An error only becomes a mistake when you refuse to fix it!) The teacher and student can agree to changes made in the plan.

With the assistance of the school psychologist, we've been able to recognize behavior patterns when we've re-viewed the referrals. For example, one student was coming to the RTC from various classes between 10:30 and 11:30 a.m. By changing the time he took his morning medication, he greatly reduced his classroom disruptions. In the beginning of the year, Haley was one of our "frequent flyers." She was constantly getting out of her seat. We tried various in-terventions. Her plans included taping a note on her desk to remind herself to stay seated, monitor sheets, and placing her desk next to the teacher's. Haley still continued to jump out of her seat without thinking. I suggested that she take off one shoe when she was supposed to work at her desk. This would provide a cue to her that something was amiss when she stood up-she could feel that the shoe was off. She incorporated my suggestion into her plan. In a short time, Haley was able to stay seated at her desk with both shoes on. Be creative and think "outside the lines"!

The physical layout of the RTC is an important factor. The RTC at my school has four carrels consisting of two seating stations each. Becky McNany and I sit diagonally across the room, allowing a clear view of all students. Individual desks are placed in the center and around the perimeter of the room to provide additional seating. Next to my desk are two small rooms containing a single desk, chair, and a door (with a window) that a student can close should he want privacy. These "cubbies" are used by any student who wants to go to a safe, quiet place. Having a "chill-out" place for students to go to re-group and collect themselves has been quite effective. This is especially true for those dealing with a highly volatile temper. Once calmed down, they can return to the classroom whenever they decide. It helps the students to have a place to stop and think about what is happening, and about what decisions they need to make in order to remain successful. So as not to distract others, students are asked to remain seated, facing forward, at all times. Students can develop a plan to solve their problems, read, rest their heads on their desks, do schoolwork, or just sit and think. They must remain seated and quiet. Originally, Becky and I would escort the students as a group to the restroom twice daily, in the morning and afternoon. Now students sign an in-and-out time sheet. This change was successful with all but four students; it remained necessary to escort them.

The responsibilities of Rebecca McNany, my RTC aide, include, but are not limited to, the following: 1. Assisting in maintaining an orderly, quiet, problem-solving environment. 2. Maintaining a daily log of student names, entry times, and infractions, and accurate accounts of all pertinent information. 3. Ensuring that students are supervised at all times. 4. Performing all clerical duties. The RTC aide must have the ability to support the concept of responsible thinking; effectively communicate with students, parents, and staff; and support the overall RTC climate. Becky does an outstanding job.
There are three musts for the staff if the RTC is to function properly: commitment, consistency, and dedication to listening and asking questions. This is a team effort, and each player is a valuable component of the program.

I would like to leave you with one final story. It was the day before Christmas break. Two 6th grade boys came to the RTC with a very special Christmas gift. Since they had limited funds for Christmas spending, they decided to "do" something for Mrs. McNany and me in the true spirit of giving. They announced that they were going to clean the room so it would be fresh when we returned from the holi-day break. They proceeded to scrub the desks, straighten books, remove old tape, replace forms that needed replenishing, and so forth. Two years earlier, one of those 6th grade boys had been running with a gang, was arrested for breaking and entering, and was obviously headed down the wrong course. Another of the many miracles I see as an RTC teacher!

Ten Years Later

Eddie, who is mentioned in the first part of this chapter, now plays on the Arizona State University football team. He came back to visit when he was in high school and told me that his goal was to maintain good grades because he wanted a scholarship so he could go to college. He laughed and said he was releasing his anger on the football field.
Ten years have passed since I was first introduced to the Responsible Thinking Process. From January 1994 through June 2001, I was the RTC teacher at Clarendon Elementary School. In August 2001, I relocated to Villa de Paz Elementary School (K-8) in the Pendergast School District. This is my third year there.

When I started at Villa de Paz, we included the entire school in the process right from the beginning. But starting that way was a big mistake. The school has approximately 750 students, and we were absolutely overwhelmed! I did not realize how much time the younger students would require, since they couldn't write their plans on their own. It was impossible to spend the time needed with each of the many students who visited the RTC each day. Often, students were referred for non-RTP issues: not working, just sitting, not maintaining eye contact, etc. I felt that I was rushing through each student's plan, with little time to have dialogue. I also needed more time to work with the teachers to help them better understand the process. So, a great lesson was learned: start the process small, and build from there.

When first implementing the process, I suggest that you begin with a few grade levels and gradually include the other grades. Of course, this will vary according to the population of the school. If you are in a middle school with many students, you might want to start with only one grade level. In a high school, start with 9th grade and then add the next grade when appropriate.
During the past 10 years, many educators, including many newly appointed RTC teachers from other school districts, have visited my room. Below, I address three subjects I have frequently been asked about.

Room Arrangement and Procedures

Visiting school administrators, discipline committee members, and especially RTC teachers want to see and feel the environment of my Responsible Thinking Classroom: what the room looks like, its operational mechanics, and the ways students behave.
It is very important for the room to be set up to minimize movement and establish an efficient flow of traffic. My assistant's desk is located right by the door. As students enter, they place their referrals in a tray on her desk. Each student then gets a pencil from her desk and a plan from a table located on the other side of the door. This table holds all of the plans, monitor sheets, and forms that I use with the students. The plans and monitor sheets are in folders labeled by grade level. Each student chooses the appropriate plan and sits down at an available desk. (In some RTCs, desks are numbered, and students are assigned seats when they enter; this helps to prevent students from sitting next to their friends.) When a student's plan is completed, the student sets it aside, and my assistant attaches the referral to the plan. I now know that the student is ready to review the plan and return to class. One at a time, students come up and we discuss their plans. They sit facing me at my desk, allowing me to monitor the room while I help them with their plans. I place my initials, along with the date and time, in the top right hand corner of each plan. This lets teachers know when the students left the RTC, and it serves as a pass for students transitioning back to their classes.

If a student needs to leave before completing the plan, or before we have reviewed the plan, then that student hands the plan to my assistant on the way out. The incomplete plan is then placed in a grade-level folder (or a homeroom teacher's folder if the student was referred from a special class, such as Art, Music, or Physical Education). There is a folder for each homeroom teacher, and I color-code them according to grade level. This system helps me find plans quickly.

Negotiated plans are either returned by students and placed in a basket on the table to the left of the door, or put in my mailbox by the teachers involved. I ask that accepted plans be returned to me daily, so we can file them for future reference. Each student referred to the RTC has a folder with all plans, referrals, and documents from conferences and meetings.
I keep track of 33 separate class schedules. To do this efficiently, I list the schedules on a large whiteboard visible from anywhere in the room. There are four columns on the whiteboard. One column shows the lunch schedule. The next column shows the schedule of special classes for all grade levels. The third and fourth columns show the period changes for both 7th and 8th grades.

The RTC teacher must also be aware of the individual needs of some students, such as medication, blood testing, breathing treatments, group or individual counseling sessions, special resource classes, and speech, physical, or occupational therapy. I usually place a sticky note on my desk when a student with special needs arrives; this helps me remember to send the student at the correct time.

On another whiteboard, I keep track of students who need to report to the RTC during lunch or recess. The names on this board are color-coded according to the number of days each student needs to report to the RTC. Students can stop in and quietly check the board for their name if they have any questions as to whether they need to return or not.
The students' desks are arranged so that three rows face one direction and three rows face the opposite direction. This arrangement helps to prevent the students from distracting one another when they turn around to check the time on the clock or the schedule on the board. Four additional desks are placed against the south wall. There is extra distance between these desks, providing more space and privacy for the students using them. The primary students' table is located closest to the bookcase; not having to cross the room helps minimize unintentional disruptions that sometimes happen with the youngest students. Besides working on plans and school work, students may read while waiting for their turns to review their plans.

Accurate records are essential. In the daily log, I enter each student's name, when the student was referred, when the student returned to class, why the student was referred, and from where and by whom. I have many calendars. On one, I record the daily referrals, along with the in-school and out-of-school suspensions; I tally daily, weekly, monthly, and yearly totals on this calendar. On a second calendar, I track dates and times when students use privacy passes (chill-out passes). And a third calendar is used for monitor sheets.

Plan Making

It is the RTC teacher's responsibility always to model respect-to talk with the students, listen to what they have to say, build relationships, and help them create success- ful experiences. You have to be invitational and make yourself available to the students so they can rely on you as a resource. You are there to help them develop plans that they feel can be successful when they return to their classes. Because students sometimes struggle to solve their problems, you can give them suggestions if they appear stuck, guide them by using questions, and help them think of ways in which they can stay in class and avoid interfer- ing with the rights of others. When I am working with students, I often use "how" or "what if" questions to help them create specific plans. By asking "how" something is going to happen, or "what if" something happens, I help students think more specifically about what they want and what they need to do in order to get what they want. The more specific their plans, the greater their chances to experience success.

Many students who are referred to the RTC come because of unintended consequences of their actions. Sometimes, when students say they didn't know they were creating problems, they are truly unaware of the effects that their actions had on others. It is the RTC teacher's responsibility to guide students by helping them to become aware of the many different consequences that their actions might have. I use examples from my own experiences and everyday life.

Earn-All Schedules

A small percentage of students have great difficulty following their plans and repeatedly return to the RTC. These students, affectionately referred to as "frequent flyers," need additional help in order to experience success. One intervention that seems to help tremendously is the use of an earn-all schedule. This is generally used after other interventions have had little success. I discuss this intervention with students when we are going over plans and come to the question "What will happen if this continues?" I explain the earn-all schedule and ask whether they would like to try it, either then or if they return to the RTC. If the student agrees to try it, the earn-all schedule goes into effect.
What exactly are earn-all schedules? They are customized daily schedules, developed with and for individual students. The intent is to help the students experience success where they are currently having difficulty. This is done by reducing the amount of time spent in those situations and gradually increasing the time as the student experiences success. An increment of time could correspond to a student's time spent in a particular class, with a particular teacher, a particular time of the day or day of the week, or some other repeating situation.

When setting up an earn-all schedule, I first learn about the student's regular schedule. We discuss times of previous referrals to the RTC and consider the classes or other locations where any disruptions have been occurring. To-gether, we make up a new daily schedule for the student, who decides on how much time he feels he can spend where he was disrupting and be successful. He spends the balance of time in the RTC. Each day, if the student is successful with the schedule, more time where he was disrupting is added to the following day's schedule. This increment of increased class time can vary, depending on the student, when and where the disruptions happened, and the circumstances. After each successful day, more class time is added to the calendar, until the student has earned all class time back. But if the student returns to the RTC because of another disruption, then the following day's schedule is kept the same as today's schedule. The student does not earn additional class time the following day unless he is successful with the current day's schedule, but once time is earned, it is not taken away.

Each day the student and all of the student's teachers are given a daily calendar showing the classes that the student will attend that day and the time periods for those classes. The student takes responsibility (depending on age) for following the schedule each day. It is important to discuss with students using an earn-all calendar how they intend to enter and leave classrooms so as not to disrupt others. When it is time for students to leave their classes and return to the RTC, they should quietly leave without any disruptions. Upon entering the RTC, they should come in quietly and remain until time to go to class again. The following day's schedule is set up at the end of each school day or prior to school the following day. It is difficult to set up a schedule for a few days at a time, since each day's schedule is based on the success of the previous day. During the time students on earn-all schedules are in the RTC, they are responsible for all classroom assignments, so they bring their work with them and use their time in the RTC to complete assignments until it is time to go to class. This is also an excellent time for the RTC teacher or assistant to talk with students about how they feel the day is going. If there has been any difficulty, we discuss possible alternatives and talk about how the students can accomplish what they want and avoid conflicts. Having someone to talk to throughout the day provides feedback and often helps students reflect upon the results of their actions.

Here is an example of the use of an earn-all schedule by a student who has difficulty when students are working independently. Nick is a bright, hard-working student. While the teacher is lecturing or giving instructions, he is very attentive and follows directions. It is during the time when students work independently that he has difficulty. He completes his assignments quickly, but then, instead of reading or occupying his time in a nondisruptive way, he talks and acts up, disrupting others who are quietly working. After an earn-all schedule was set up, whenever his class had independent work time, Nick would come to the RTC with his work. The first day on this schedule, he was in the RTC for all of the independent work time. The following day, he remained in the classroom for the first 10 minutes of independent time and then quietly left the room and came to the RTC for the remaining independent work time. He was successful with the second day's schedule, so on the third day he remained in class for the first 20 minutes of independent time. He would continue to add additional time in the classroom each day until he returned to the class full-time.

Nick is a 7th grade student. His regular class schedule is: 8:00-9:15 1st period; 9:18-10:18 2nd period; 10:21-11:21 3rd period; 11:23-12:20 4th period; 12:20-1:00 lunch; 1:05-2:12 5th period; and 2:15-3:05 specials. On his first day of earn-all, he reported to the RTC 8:40-9:15, 9:50- 10:18, 10:50-11:21, 12:00-12:20, 1:50-2:12. The rest of the time he was in the classroom. On day two he had more time in the classroom and less time in the RTC. On day three, he was referred back to the RTC during the time he was in class, because of his disruptions. Because he was referred back, day 4's schedule was the same as day 3. He did not earn time back for day 4. Nick earned back all of his class time on day 5.
Notice in the example that under each day, the top boxes show the times the student is in the classroom, while the bottom boxes indicate when the student should be in the RTC.
Earn-All Example

[not included]

In closing, I would like to share the following. I have often heard of students "playing school" at home. This past year, 3rd grader Je'Von Wiggins told me how she and her two older brothers played "RTC." I asked her how they did that. She told me that she was the RTC teacher, and her mother's bedroom was the Responsible Thinking Classroom. She pulled out some forms that she had handwritten on notebook paper. She had made her own plans and referral forms. After showing me the various papers she had for playing RTC at home, she also gave me a letter which reads as follows: "Mrs. Martin, Thank you 4 not giving up on me. you canged my life ways. you helped me. I sorry for all the trouble I put you through so much. Thank you. Je'Von." This letter says it all.