Margaret Carey is the RTC teacher at Minimbah State School in Brisbane, Queensland, Australia. This happened in December, 2000. This was sent to us from her husband, Tim.

Margaret had a visit from the mother of a frequent flyer today. The child is 7 years old and is one of those package deal kids .... you know the ones - multiple diagnostic labels, yucky home situation, etc., etc. He's really bright too.

His mother gave Margaret a piece of note paper and one single red rose and then burst into tears.

The note read: "Dear Margaret, Thank you for your caring and support even when the battle looks lost, you see a glimmer of hope. Thank you for really knowing my children, not just being a number. There should be more people like you. Have a merry Christmas. Thank you."

Needless to say Margaret was quite overcome.

Another Letter from a Parent

During 1999 parents at Minimbah State School had been asked for their opinions of the Responsible Thinking Process (RTP). Minimbah had been accredited as an RTP in October 1998 and the staff at the school were interested to find out what the parents thought of the way discipline was handled at Minimbah.

 

Most of the parents gave verbal reports to the teachers of their children. One parent, however, felt so strongly about RTP that she put her thoughts to paper. In 1999 her son turned six and was in his second year of education at Minimbah State School. This is the letter she handed to Margaret, the Responsible Thinking Classroom (RTC) teacher.

I think that the RTP is an excellent discipline program. My son Andrew, now in Year 1, had to go to RTC several times while in preschool and once this year. I know that Minimbah follows the RTP.

 

My son will not be humiliated, verbally abused, physically punished or otherwise treated in a way I would not like by a teacher frustrated by a lack of options to deal with unacceptable behaviour.

 

If he breaks the rules, is disruptive or cannot manage his own behaviour in some, way, he will go to a classroom for learning how to do better next time.

 

His teacher will not spend a large part of her time dealing disruptive students, taking learning time away from those who are not disruptive.

 

He will learn to take responsibility for his own behaviour - that he can choose to act in a certain way, or choose to act differently and that is it up to him - but he must accept the consequences of his choices.

 

That there will be a 'third party' - the RTC teachers - to help him to make a plan to manage his behaviour and who is not involved in his classroom on a day-to-day basis, who can focus on the specific problem at hand and help him in a positive way.

 

The visit to our school in 1998 by Ed Ford greatly helped me in understanding the RTP and how it words. As a parent, it is difficult to get my mind around how the RTP works initially, but once I had enough information to understand the process, I see what a great idea it is. When talking to other parents and teachers from other schools who do not use the RTP, and disadvantages they raise (e.g. 'but don't kids go to RTC to get out of class?') are covered by some aspect the RTP … they must include in their plan how to make up the work they've missed by being in the RTC!! It is a well-thought out program and provided it is followed in full, would work anywhere. I think especially with children who have had it from the start of their schooling.

 

It's good to get a note home when Andrew has been to RTC in the day. This way, we can discuss any problems at home and reinforce the plan made at school.

 

IIt's also good to see that Andrew is not afraid of the RTC teacher. He greets her when he sees her "Hello, Mrs Carey" - the same as any other teacher he knows. I think this reflects the attitude of 'discipline' as opposed to 'punishment' of the RTP.