Most schools fail to get lasting change in student behavior because students seldom feel responsibility for their actions and find ways to project their behaviors onto others. Responsibility-Centered Discipline was created by Larry Thompson to help educators learn the necessary skills and develop a plan to systematically create a culture of student self-responsibility within their schools.
In an RCD school, educators collaborate to identify values and skills – like respect, honesty, effort and academic competencies – that they want students to take with them. Once these values and skills are identified, they are used to establish a common language to address challenging discipline moments with students.
RCD identifies three Compliance Levels that will help educators determine an appropriate response when working with students:
The student quickly recognizes that they have made a mistake, takes responsibility for the problem and works well with the teacher to resolve the issue.
The student begins to display signs of unwillingness to accept responsibility – including arguing, denying, tattling, ignoring the teacher, or interrupting the teacher.
The student refuses to accept responsibility and is unable or unwilling to work through the process with the teacher.
When the level of intensity escalates, a teacher can often lose control of the situation, and it becomes easy for the student to escape responsibility and to transfer their problem to the teacher. When teachers become masters of these challenging moments, ownership is shifted back to the student and the school can move to a culture of responsibility.