Better Grades, Best Behaviors

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We Can Prevent Most
Secondary School Dropouts,
Prevent Most School Failures.

     But we must begin no later than K-1-2-3-4-5, before
"The Days of Decision"*, before students are "programmed" for failure.

                        Big Bonus: 
GRADES GO UP,
behavior gets very, very good.
  The Key: Social/Emotional Development of the Student

School leaders have said:

“Nothing I can do would have more effect on their lives than teaching R&R. I’m seeing kids behaving responsibly who I never DREAMED would be responsible. This is the best thing to happen to schools since I’ve been in education.” Doug Waltz, Principal (Bloomington IN)

 “We’ve seen huge improvements in behavior. In September and October, before we started teaching R&R, I was having to deal with ten to twelve students every day. By the first of the year, I was seeing only one or two—some days none. And the attitude change was remarkable.” William Heffler, Vice Principal (inner city school with 220 students, Indianapolis.)

  To Do So, We Must, and We Can:

Stop the Teasing, Putdowns and Bullying

Redirect the Bully Before He Becomes Hardwired

Identify Six Key Emotions and Role Play Productive Responses

Teach an Understanding of Universal Human Needs and How to Meet Those Needs in Productive Ways

Lead Students to Discover and Develop Their Strengths and Talents, Reducing Their Risk of Drop-Out and Illegal Activities

Reverse the Evolution of At-Risk Factors.

Mid-way through the second semester using R&R, a school counselor reported: “Since we introduced the lessons and the Messages from the Principal, the change has been incredible. I used to deal with dozens and dozens and dozens of kids. There was a steady stream all day. They used up my day. This semester has been wonderful. I have had to work with only one discipline case so far! ONE! Now I have time to work with the kids who have serious problems.” Counselor, Sandy Purvis, (700+ students, a mix of working/middle class and four, rural, low income trailer parks. Indianapolis Suburban)


We Must Do the Whole School at Once to Create a Culture of Consideration and Respect that Is Reinforcing

With good leadership and willing staff, even inner city schools will show enormous behavior improvements in only months.**

The Basis for this approach: Maslow’s Concept of Human Needs: that we spend our lives working to fill our “needs”.

Sometimes we discover constructive ways to fill them. Without gentle, adult guidance, we frequently find destructive ways—but the drive to fill them is so powerful, we keep doing whatever helps us feel “a little better” at the time, even though these actions put us at risk of social failure, job failure, life failure or even loss of life.

(See “The Rationale” for more more complete discussion.)

*“Before children are eight years old, they develop a concept about their own worth. They also formulate ideas about the worth of others”. Dr. Eric Berne, Principles of Group Treatment, NY: Oxford University Press, 1964
**In Indianapolis an elementary school reported a 80% reduction in discipline referrals is 5 months. Those students still being referred had developed a complete turn around in attitude, and were working on improving their behavioral and emotional responses.

Teachers have said:

The pilot: A first grade teacher whose end of year test scores jumped ten points above the next best first grade (total seven first grade rooms) credited the high scores to: "a. fewer interruptions and student fusses which led to more actual teaching time, b. greater acceptance of children’s differences with virtually no put-downs (unlike previous years with taunting and humiliation of the slower learners), c. greater kindnesses and encouragement from student to student".  Sharon Lipford, first grade teacher, Lawrence Township (Indianapolis area)

 

 

We Call this R&R, Teaching Respect and Responsibility. What it does, among other things, is develop a conscience, a sense of doing what is right, what is fair.

 

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Last modified: October 10, 2010
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