Q & A
Real Questions from Real Educators Working to Implement RCD in their Schools
Are my primary interactions with the student my default teaching strategies which are to be administered prior to any Give 'em 5; or am I opening up myself for problems?
During the training I heard that within the framework presenting questions can lead to problems but some of the questions are necessary as well as allowing the student a voice is necessary, how am I misunderstanding the process?
Also, after I have administered Give 'em 5, and the student makes little progress, then I Give 'em 5 again later in the period, did I miss my opportunity to send them to the office?
If a student develops a plan with administrations assistance (after a referral) and then the student exhibits the same behavior during a following class, does the student get another 5 or do they go straight to the office to develop another plan?
Answer: There are always some redirection that can be addressed by simply asking if they need help or know how to do it. These can often fit into the Give’em Five process also. The process of asking questions was not discouraged in training, but has some guidelines. Asking a question that you both know the answer to will feel shaming and condescending and likely will not help the situation. Also asking a question to a student that continues to answer incorrectly on purpose is something that you would need to stop and have the teacher lead the conversation more. (example: Do you see how not doing your work could get you behind in my class? Student: NO I like being behind in class.
There are times when we do have to revisit a problem. I would first ask if you are really getting closure? This means that the student and the teacher have some kind of closure and agreement which allows them to productively move forward. Walking away without closure will almost always show up again and not hold the student to the high standard of learning the skill of talking with the adult and working through the problem.
When it continues to show up more support is needed and this can sometimes feel like a consequence until their plan begins to work. (This was like Jeremy with the buttons, who walked with the teacher until his plan or solution was put into action.)
A student goes to the office when a level three, which means they can’t get through the process with the teacher. Rather than “Did I miss the opportunity to send them?, but they are going to need more help due to not being able to work through the process. Leaving the class has to be due to the student’s deficit and not the teacher not knowing or having the skill of how to deal with it.
This is how we can focus on the growth of the student and not have them stuck on an exit.
Many of these are modeled and shown in the second day of training.