Embed Size (px)
Citation preview
Voice of Choice in Action March 2014
1
F rom the Editor
I have been a member of an organisation in New Zealand calledfor several years. The organisation came to my notice as they were using some of Dr Glasser’s DVDs for educationalpurposes.
I recently attended a meeting and heard Dr Tony Coates speaking. As a psychiatrist, Tony works as a seniorMedical Officer-Psychiatrist on the Acute Assessment and Treatment Team at Waimarino, Waitemata DistrictHealth Board in New Zealand.
While not a member of the Royal Australia & New Zealand College of Psychiatrists, he has worked in Aucklandin Psychiatry and Psychotherapy for the past 30 years and is a member of the New Zealand Association ofPsychotherapists.
Tony’s life decisions as a psychiatrist have mirrored those of Dr Glasser in the 60s. He attended the EmpatheticTherapy conference in Syracuse in April 2013 and has had extensive communications with Peter Breggin. His talksupported everything that both Peter Breggin and Dr Glasser have taught about mental illness and the treatmentof it.
He too, is concerned about the medicating of people diagnosed with mental illness. His reference to currentstudies about the use of psychotic drugs and the shrinkage of the brain was enlightening.
He told us that drugs were the cheaper and easier than talk therapy - talking with a patient, and that this is whymost psychiatrists choose medication over counselling.
His hypothesis is that relationships are what make a difference in the lives of people.
I did speak to Tony following his talk and he knew of Dr Glasser’s work. It was refreshing to hear from someonein New Zealand working along the same pathway. The Conference Committee agreed to engage Tony for oneof the keynote speakers at the October Conference .
Pieter J Rossouw is the Director of his own Brisbane based business, the Mediros Unit for Neuropsychotherapyand the Director of Master of Counselling Program at the University of Queensland. He has a free e-Journal
Writing about the neuroscience of ‘talk therapy’, the end of the medical modeland other topics, his writing aligns with a way of thinking that is emerging in the literature, using knowledge ofthe brain research to support much of what we teach in Choice Theory.
oin me on the journeyBette Blance Editor
PO Box 33-193, Petone,Lower Hutt 5046
Voice of Choice in Action March 2014
2
Page 3 Australian and New Zealand News
Page 4 International Board
Page 5 by Eric Jensen
Page 7 Linking and Learning
Page 10 Counselling Corner
Page 11 by Mike Rice
Page 11 Sunshine Beach State School: A Glasser Quality School
Page 15 Harvey
Page 17 By Liz Gibb
Page 18 New Zealand Conference
Page 20 Book Review
Voice of Choice in Action March 2014
3
From Australian and New Zealand
Strengthening New Zealand through Choice Theory PsychologyChoosing Connecting Changing
Much time has been spent over the last few months rewriting the constitution of the William Glasser Institute-Australian.Your hard working Board has met regularly online to achieve this task. Thanks to Sheryl who has kept us in trackwith this on-going task.
The WGI-A has a new Training Officer. Lorraine Shaw is the Deputy Principal at Tallebudgera State School on theGold Coast. She was responsible for one of her previous schools continuing the practices of Choice Theory Psychologyover a period of years. Gaining Choice Theory Reality Therapy Certification in 2013, Lorraine is part of the groupthat regularly meets for the Glasser Gathering on the Gold Coast. Lorraine is being inducted into the role of TrainingOfficer by Susan Fleming.
The conference in Adelaide was a great success and also came in under budget. The 2015 conference is planned forthe Sunshine Coast in Queensland with a theme Denise Landers is leadinga committee in this early planning stage, so more news will be forthcoming as decisions are made.
On the WGI-A website, a range of the ‘elevator speeches’ written by WGI-A Faculty at the Faculty Meeting after theAdelaide conference, are being used as rotating photos on the front page. Some of these have also been used asposters on the
I was also invited to write an article by Nancy Buck for the using one of thesestatements. The WGI-A Faculty now have international coverage for their work on that day.
The next Board meeting is planned for 12 April.
All work, apart from the up and the coming conference, has slowed down significantly in New Zealand.Conference planning is well underway with two workshops already registered. Bookings at the venue are filling upfast but there are plenty of B&Bs and motels close by. If you are interested in attending, the early bird price of$320.00NZ is available until 30 June. are available here including conference program, call forpresenters, registration and accommodation.
Training in New Zealand has been slow. It is hoped that the conference will generate more interest.
Celia Lashlie, a New Zealand author, researcher and social justice advocate, has shown interest in finding out moreabout the prison program. She was the manager of the Christchurch Women’s prison from 1996 - 1999 and has apassion for this field. This might lead to more training in this important area.
I have recently been talking with farmers who employ farm workers and some of the trials and tribulations onboth sides of that working relationship. It seems that they, like anyone who employs or is employed by others,might benefit from knowing some Choice Theory Psychology.
Voice of Choice in Action March 2014
4
A good number of Australians will be attending the Glasser International conference in Toronto in July this year.Included in the Conference program is a tribute to Dr Glasser and members of his family will be present.
If you have been thinking about going, and if you would like to present a workshop, it is not too late. The conferencecommittee has extended the deadline for presentation proposals until April 15, 2014. Let’s show the way that we do itin this part of the world.
This 6 hour program is being developed by a group of International Board Members as a tribute to Dr Glasser. It willbe ready to launch in the month of May. It is planned to offer this program by interested instructors free of charge inthe months leading up to the Toronto Conference to celebrate Dr Glasser’s birthday and remember his contributions tothe lives of so many. I believe this one day program, that will initially be offered free, is an exciting opportunity for usto expose more people to the ideas.
In the future it is planned that this program, supported by facilitator manuals and resources and some short trainingopportunities, could be presented by people who are Choice Theory Reality Therapy Certified (CTRTC). This wouldbroaden the opportunities for the public to hear about Choice Theory Psychology as well as give a lead-in for thesepeople to train as an instructor.
There are options for new William Glasser International training programs on the table. While the current training willstill form part of the offering by the WGI, it is planned other programs will be developed that are more targeted tospecific groups than the current offering of Basic Intensive Training leading to CTRTC. Once again as volunteers, theBoard members are refining many operational processes and as more are resolved, the work required to do this will beundertaken by the program sub committee.
The is up and running on the William Glasser International web site. This is a sampleof the items are available for purchase.
From your Representative on the International Board
Voice of Choice in Action March 2014
5
Your Students’ Number One Life SkillEric Jensen in Brain-Based Teaching on May 5th, 2014
Over the years, student behaviours which do or don’t contribute to success (habits,effort, attitude, etc.) have been called many things. Some refer to these attributes astheir personality or even character. But what really drives success?
There’s one skill that’s absolutely critical for both students and, yes, staff too. Thisresearch may surprise you because it deals with one of your brain’s “automated”systems. The number one school success survival skill is…
Self-regulation helps you adjust to a changing, often novel and evendangerous world. Here are what the researchers say about self-regulation.
Carol Dweck, in , says, “Students may know how to study, but won’t want to if they believe their efforts arefutile. If you target that belief, you can see more benefit than you have any reason to hope for.” (Dweck, 2007).
Talking about survival situations (a sinking ship, the tragedyat the Twin Towers, an airline crash or even home for kidsfrom abuse, neglect, divorce, etc.), Amada Ripley, in
(2009) says, “It was the attitude and mindsetto take quick focused actions that saved lives more than anyother reason.”
Laurence Gonzales, in (2010) says that yourability to regulate your own thoughts, actions and grit arethe critical survival skills. He asks, “Who are you?” Thosethat see themselves as a survivor, can live; those that seethemselves as a victim, often die.
In Ben Sherwood (2010) talks aboutthe traits it takes to survive in this world. They are allself-regulation and revolve around ‘perseverance, fortitudeor decision-making under stress.’
Okay, that’s the survival in the world outside school, howabout your own world? It’s time to place this in a schoolcontext…
Paul Tough, in, suggests that, self-regulation
is the single biggest life skill (Tough, 2013). He adds,
“Executive function and character strengths – specifically grit,self-control, zest, social intelligence, gratitude, optimism,curiosity and conscientiousness… are better predictors ofacademic performance and educational achievement thanIQ, and therefore ought to be the direct target ofinterventions.”
In our brains, it is the structure and activity of the anteriorcingulate that has been found to be correlated with self-reports of effortful control and self-regulation. This structureis located in the back of, and the mid-part of, the frontallobes. It is managed and regulated by both genes andenvironment. This key self-regulation network is alsoregulated by dopamine. There are specific exercises that caninfluence network development and improve self-regulation.We’ll get to those later.
Research (Posner MI, & Rothbart MK. 2009) has shown howthe ability to regulate both academic and learning emotionsis related to achievement, and that thesecognitive/motivational variables are what promoteachievement. Key models have been proposed to accountfor the relationships among academic emotions,cognitive/motivational variables and achievement. Theresearch has supported such mediated and regulated models,particularly with negative emotions. In short, betterregulation gets better results.
Voice of Choice in Action March 2014
6
When your day is stressful, ask yourself, “Who am I? Have I adapted to my changing work environment, or do I keepexpecting it to be like my former hopes or memories? Why do I get stressed over the same things, week after week afterweek? Can I make new choices, or am I perpetually stuck in the past?” If you are stuck, will that trait enhance or hurtsurvival skills?
When you have good self-regulation skills, you are using the number one executive function skill. When you exercisethis skill, you can choose calm over hysteria and you can chose hope over despair. Self-regulation means choosing toforgive when you could be resentful or vengeful. It means choosingto be friendly when you could be cold or distant. Self-regulationmeans choosing to appreciate an effort, strategy, or thought, insteadof criticizing it. In short, self-regulation is the one tool that gives youquality of life. You can be rich and be humble, or rich and be arrogant.You can choose to be paralyzed or choose to take action. Self-regulation is the ticket. So, how important is this for your own students?
In the classroom, most kids think that the world “happens to them.”They feel like a victim. That’s why the single biggest gift you can giveyour kids is better self-regulation. How do you do it?Start with sharingthe knowledge that they (your students) are not a victim forever.Even if they FEEL like they are a victim, they still have to make achoice. “Am I going to stay on the ground, or get up and move on?”Jesse Jackson said, “You may not be responsible for being knocked down, but you are responsible for getting back up.”
Second, explicitly in class, over and over, what “self-regulation” is all about. Do this by telling them, in themoment, you are asking them to make responsible choices (as well as sharing with them when you personallymake responsible choices yourself). This EXPLICIT debriefing reinforces the capacity of your students to choose theirlives.
Third, put them in positions to learn where they have both the choice and the .This means project learning, teamwork, leadership roles, classroom jobs, service work and social media work. In theseroles, they develop self-regulation skills with the help of peers, circumstances and task demands. In short, help them seethat they do make a difference, and that they can and did make things happen.
Do daily activities that reinforce the skills of self-regulation. These include gratitude journals, mindfulness skills, socialskills, relaxation skills and executive function skills. Remind your students that it’s the choices they make that determinestheir happiness.
Sports, yoga, and playing an instrument are all strong tools. These have already given us promise for allowing the designof other methods to improve this driver of human effectiveness. I am also a HUGE fan of mindfulness training, whichteaches attention, memory, empathy, kindness, social skills, deferred gratification and gratitude.
These so-called “soft skills” turn out to be quite important. Your assignment this month is simple. When you notice thatkids struggle with self-regulation, ask yourself, “What does this kid need? How can I embed that into another skill orteach it explicitly?” You see, these are teachable moments. Either be ready to do something on the spot, or work withcolleagues to write up brief “mini-lessons” in self-regulation that you can implement at a moment’s notice.
When you DO make the connections and you apply yourself in changing student’s brains, their achievement goes upand everyone’s happier.
Dweck, C. (2007). Mindset: The NewPsychology of Success Ballantine Books. NY.
Gonzales, L. (2004).
Posner, MI & Rothbart, MK. (2009). Toward a physicalbasis of attention and self-regulation. Phys. Life Rev.,2,103-20. Ripley, A. (2009) The Unthinkable: Who SurvivesWhen Disaster Strikes – and Why. Harmony.
Sherwood, B. (2010). Grand Central Publishing.
Tough, P., (2012). New York, NY:Houghton Mifflin
Harcourt. Weis, M., Heikamp, T. & Trommsdorff, G.(2013). Gender differences in school achievement: The roleof self-regulation. Frontiers of Psychol., 4-442.
Voice of Choice in Action March 2014
7
On the following pages, many of the links to articles used in the Facebook pages William GlasserInstitute and Glasser Quality School are shared.
The is out. Loyola Marymount University staff in conjunction with Instructors fromthe WGI have researched the results of women prisoners learning Choice Theory as a pre releaseprogram. This formal research will be important as an evidence based program that does bringabout change for women in prison. We know the re offending rates are significantly (and I meansignificantly) lower, as a result of these women learning Choice Theory Psychology. This abstractand resulting article will be used to have this training accepted for use in other institutions in the US.
In connecting with Celia Lashlie in New Zealand we hope to get some interest in this program inNew Zealand.
I invite you to listen to presentation. It shows what can happen for young people whensomeone takes the time to listen and support them.
from Ireland wrote the foreword for Dr Glasser’s 2003 book to your Mental Health. This video clip is well worth taking the time to view.
This clip was presented at the Los Angeles conference in 2012. It gives us insight into what we aredoing and where we are going with the of the William Glasser International.
I heard a New Zealand psychiatrist Tony Coates talking about in this area. Tony is oneof the keynote speakers at our conference in October.
Kids love the weirdness of how the brain worksBarbara Cavanagh (Principal, Albany Senior High School) 22 March 2014
Voice of Choice in Action March 2014
8
studies memories. More precisely, she studies false memories, whenpeople either remember things that didn't happen or remember them differently from the way theyreally were.
What children need, says parenting expert Susan Stiffelman, is the security of knowing thatsomeone capable and loving is nearby to help them navigate life. She says parents need to be incharge, not in control.
that helps me recall quality world pictures of my childhood, has somepowerful lines about replacing behaviours such as texting, Facebook and LinkedIn
writes about Perceptions, Wants and Choices.
Peregian Springs Principal, Gwen Sands writes “We can't just assume that children will know howgood manners make the world go round. So by teaching these few courtesies explicitly we can, at thevery least, ensure they have some standard ways of behaving that help them draw people closer.”
suggests her need "to revitalize my classroom to destroy apathy, inspire excellent work,and to eliminate unproductive behaviours. All I need to do is give the students a legitimate reasonto learn." Relevance and connection to the real world are a part of a Glasser Quality Schoolclassroom.
When children struggle with new skills and knowledge they arecreating new brain connections. We often rescue too soon rather than
encourage them to persevere.
Voice of Choice in Action March 2014
9
A very powerful story by ."Believing in students is not simply telling them that youbelieve in them. These words matter only if they are true and if you demonstrate them by youractions."
A with a real purpose.
I presented at the 2014 Teachers Matter conference in Hamilton in January this year. During theconference they collect ' to create an e-book and a videoclip.This video clip came from the 2013 conferences. Such a great idea. The cards were placedaround the wall from this video to connect the two conferences. I don't think any of us woulddisagree with the wisdom of these people.
This made the headlines recently. This article suggests that when children arehaving fun, they rarely choose to disrupt in either the playground or the classroom.
writes about crippling parent behaviours that keep children from growing into leaders.
we learn that "Inspiration and ideas often arise seemingly out of nowhere and thenfail to show up when we most need them, and creative thinking requires complex cognition yet iscompletely distinct from the thinking process."
A very based on making friends in the community. This is not the firsttime this practice has been used but it needs discussing again.
Voice of Choice in Action March 2014
10
While driving to offer some people a couple’s therapy session the other day, the title of this articlecame to mind. I was reflecting on the main source of mostof our problems – particularly those bringing clients to see me.
As I repeated the words on my head, I saw most of my clients standing at the very start on the (Glasser). From the real world they had gone through their
individual and automatically. As well, they were automatically interpretingthe world, assuming and judging these events as bad.
In Gerald Jampolsky’s words “The temptation to react with anger, depression or excitement existsbecause of interpretations we make of the external stimuli in our environment. Such interpretationsare necessarily based on (in, Love is Letting go of Fear).
Most of us go through life believing that our happiness or unhappiness is determined by externalevents and people’s reactions to our actions. But when we realize that our interpretation of theenvironment is ours alone, not necessarily an objective reality shared by all, we are capable ofchallenging those painful situations.
As we open our minds to new interpretations (self-evaluation), our internal reactions instantlychange. We have done something as we chose to see a more complete reality of the world. In theprocess, we have achieved better control of our lives and inner peace.
Registered Counsellorhttp://counsellingbythebeach.com/
Voice of Choice in Action March 2014
11
Much of what is being called “Mental Illness” is really no more than unhappy people whose geneticand basic needs are not being met as a result of unsatisfying relationships with the important peoplein their lives. Having tried, to no avail, to control their unhappy life situation, and having exhaustedall the tools they possessed to deal with such matters, they resort to other behaviors that serve thepurpose of easing their frustration. They become very creative and develop behaviours that serve the purpose of bringingsome form of relief to their unhappiness. It is these usual, creative behaviours that are being exhibited by the greatermajority of people who have been labeled as “mentally ill.”
Is there such a thing as Mental Illness? The answer is, “yes.” But these illnesses are physical conditions that have identifiablepathologies in the brain and not something that is based only on observation or symptoms, alone. These mental illnessesare things such as Parkinson’s disease, Alzheimer’s, Mental Retardation, Tourette’s syndrome, etc. And for these illnesses,one would be treated by a Neurologist and not a Psychiatrist.
Ask someone to define Mental Health and they will often name Mental Illnesses such as Depression, ADD and ADHD,Schizophrenia, Bipolar, Obsessive Compulsive Disorder and practically everything else listed in the Diagnostic and StatisticalManual (DSM) for Mental Illness. If one can only define Mental Health by naming Mental Illnesses that have no pathology,then how can Mental Health programs ever be effective? It would appear that not only does the general public notknow how to define Mental Health, neither can many of the professionals involved in Mental Health.
Educating the public is at the core of making Mental Health a public health issue; by teaching people that what is beingcalled mental illness has no pathology in their brains, and that the unifying problem of those who have been diagnosedas mentally ill is the result of unhappiness and more specifically . . . unhappy relationships. There is also the stigma ofmental illness being a character disorder and that one who is mentally ill is also not very intelligent . . . both of whichare untrue.
There was a salesman who was driving on his way home. As often happens with motorists, he had a flat tire and hepulled over on the side of the road to change it. There was a decorative wooden fence that went around several acresof land where he had pulled over. And on top of the ridge in the distance was a mental institution. The salesman gotout of his car only to find he was in waist high weeds. He removed the jack and spare tire. He loosened the five lugnuts on the flat tire and then jacked the car up so that he could remove it. As he was doing so, he noticed one of thepatients from the mental hospital, who had wandered down to his location, was leaning against the wooden fenceobserving his tire-changing efforts.
The salesman removed each lug nut and placed them in his wheel cover so as not to lose them in the tall grass. His backwas aching from having been stooped over for so long so he decided to stand up to stretch the muscles in his back. Ashe did so, the heel of his shoe caught the wheel cover causing it to flip up and throwing all of the lug nuts in unknownlocations in the tall weeds.
“For crying out loud,” he yelled. “Now what am I going to do?”
The man from the mental hospital remarked, “Why don’t you take one lug nut from each of the other three tires to useon the replacement until you can drive into town and acquire the additional lug nuts to make all your wheels secure?”
The Salesman seemed stunned. He said, “Wow! I never would have thought of doing anything like that. That’s anexcellent remedy to my predicament. Tell me, what’s a smart guy like you doing in a place like this?”
The patient replied, “I’m here because I’m crazy. Not because I’m stupid.”
Mike Rice is a counsellor, author, speaker, president of the Western Region William Glasser InstituteUS and member of the WGI-US Board. Mike’s blog features specific articles related to his area ofexpertise as a therapist, specialising in addictions. You can view his for more articles.
Voice of Choice in Action March 2014
12
EXCELLENCE IN TEACHING COLLEGIAL COACHING PROGRAM -based on Choice Theory and Reality Therapy
Do you have a quality world picture of a school or classroom where allstudents are learning well and where they are choosing behaviours thatfacilitate their learning and the learning of others?
Is your Total Behaviour Car getting you closer to this picture? Do you havea positive, supportive and generative way of getting and giving informationto assist you to self evaluate your work? So you are in charge! So you cancontinuously improve what you are doing to get what you want.
There are plenty of classroom coaching programs that promise to bringabout improvement. Some are painful, top down, evaluative models thatleave a teacher feeling disempowered. Collegial Coaching is different.Developed in Australia for Australian schools and based on Choice Theoryand Reality Therapy, through a trusting reciprocal partnership,CollegialCoaching offers a non judgemental, non evaluative approach that leaves theteacher feeling affirmed and energised.
Do you want to improve student learning outcomes, enhance a collaborativeculture amongst teachers, have happier learners, teachers and parents?
Find out more about this positive whole school program that has the potentialto motivate and energise staff and students at all levels. Contact BetteBlance, [email protected] or Mel Phillips, [email protected]
Celebrating excellence in education: Innovation, collaboration and achievement in our professionand our communities is how this event was promoted.
World class symposia speakers, John Hattie, Christian Long and Michael Fullan spoke at thisamazing, free program at the Viaduct Events Centre, in Auckland. I attended one day out of thethree days and wished I had more time to go to the other two.
spoke about understanding the diversity in student achievement. He has identifiedpatterns to improve the education system. With large amounts of money being invested ineducation in New Zealand, he believes that it is being spent on things that won’t make a differencein learning outcomes. Hattie’s book , (Hattie 2009) is the result of 15 years ofresearch and synthesises of over 50,00 studies worldwide about what really makes a difference tolearning in our classrooms. He gives us deep insight into what really goes on in the most successfulclassrooms and how teachers can keep improving their students' learning
is the founder of the Wonder Studio and Prototype Design Studio. His inspiring talkcovered many aspects of learning that would be vastly different from today.
“I imagine that one day out students will no longer major in a department or subject. Instead they will major in problems worth solving.”
Voice of Choice in Action March 2014
13
32
BETTE BLANCE
When a school has a consistencyacross its philosophical base,pedagogical base, psychological
base and i t s leadersh ip base , magichappens. Give these elements the time topermeate into every corner of the schoolincluding the grounds staff, support staff,administrative staff, teachers, teacher aides,students and parents and a shared visioncan be achieved.
Over a period of ten years Sunshine BeachState had staff trained in Choice Theorythrough the William Glasser Institute -Australia. Everyone spent hundreds ofhours making the theory come alive inclassrooms and the playground. Childrenlearned Choice Theory and the importance
of internal motivation. Everyone uses thelanguage of being a learner and being aself manager. The school also focuses onteaching students how to achieve qualitywork. The adults in the school teach in non-coercive ways to build quality relationshipswith students, and with parents, to inspirequality work from students through selfevaluation.
Since the beginning, the following statement(which arose from the collaborativelydeveloped Sunshine Seven vision statement ofdesired outcomes), is shared with the schooland community on the school’s website.
Sunshine Seven1. Competent, skilled learner
2. Life-long learner
3. Effective communicator
4. Creative, critical thinker
5. Happy, con f iden t , s e l f -managed individual
6. Socially responsible citizen
7. Environmentally responsible citizen
The Sunshine sevenHow ‘Choice Theory’ makes aschool
Teac
hers
Mat
ter
Reprinted from Teachers Matter by Spectrum Education
BETTEBLANCE
In 2003, using a process of self evaluation, theschool was declared as a Glasser Quality School(GQS). Dr Glasser visited the school and co-verified that it was indeed a school thatdemonstrated non-coercive practices with anemphasis on high quality academic results. Theschool was a ‘good place to be’ for everyone.
Over time the school was invitedto re-evaluate their status as aGQS. There had been changes instaff, and a new principal, andthis was an opportune time to dothe reaccreditation.
An initial survey invited staffto self-evaluate using a rubricto e s tab l i sh a whole s choo lpe r c ep t i on o f whe re i t wa splaced. The rubric, adaptedand Australianised, used the sixconditions of quality outlined byDr Glasser which he developed forschools from the work of W. Edwards Deming.
This highlighted some areas that requiredattention, and a plan of action was put inplace by a review committee consisting ofa teacher, a Deputy Principal and a formerstaff member. I represented the WilliamGlasser Institute - Australia on this reviewcommittee.
Continuing training was organised for staffnew to the school with budgeting plannedfor future training. Ongoing professionaldevelopment was made available to staffto revisit aspects of Choice Theory and itsapplications.
At the invitation of the Acting Principal,I spent a day in the school to co-verifythe reaccreditation process. This dayhighlighted several aspects; individuallytwo parents from both ends of the socio-economic background shared with me, Imet with students who shared with metheir perceptions of their classrooms, I metwith a teacher who had been through achallenging year and I visited a Prep Class(5 year olds) who sang me a song abouttheir needs.
Each interview revealed a school where theBasic Needs of Survival/Safety, Belonging/Connectedness, Empowerment /Competenceand Fun /Enjoyment are important and cateredfor.
Each interview revealed a school where theBasic Needs of Survival/Safety, Belonging /Connectedness, Empowerment/Competenceand Fun/Enjoyment are important andcatered for.
(Parent comment about howher child perceived the classroom)
(Parentcomment about how her chi ld perceivedthe c las s room)
.Parent observation
I spoke with students ranging from a girlwho was standing for Student Leader nextyear, to a young brain damaged boy takenfrom a dysfunctional home backgroundwith a history of drug-taking to live withNan. Along with the fact that he had friendsat the school and everyone was kind tohim, the highlight for him was he was nowgetting dinner every night.
Students commented.
A teacher had in her classroom a group ofstudents (with a high need for fun and
A teacher who had in her classroom a groupof students (with a high fun and enjoymentneed) who, from time to time, were not yetself-managing, shared the following:
enjoyment), who from time to time were notyet self managing. She shared the following:
One of the exciting aspects of a GlasserQuality School is that the children aretaught Choice Theory. People are workingon a scope and sequence document to ensurethat each year level is learning and revisingthe elements of Choice Theory. This enableschildren to develop the skills, knowledgeand understandings of implementing thesein their own lives. Parents commented onhow this learning was coming into the homein a very positive way.
The school is continuing the journey as aGlasser Quality School. People from manydifferent locations have, and will continueto visit the school, to verify that this is a ‘goodplace to be’.
For further information visit the schoolwebsite in particular the School Mission andValues and the Purpose and Vision. https://sunshinebeachss.eq.edu.au or [email protected]
“ This vision, what we want for our learners, givesclear direction to our practices. We continuallyreflect on our practices by asking the question, ‘Iswhat we’re doing getting us what we want? ”
Voice of Choice in Action March 2014
15
Harvey! Even just hearing the name for this teacher sends shudders down her spine. He is only ayoung lad of 10 but he seems to have magical powers over her. She wakes up at night worryingwhat to do about him. She thinks of him as she prepares the family meal. She has even beguncalling her own son Harvey, particularly when he chooses behaviours that are unacceptable in thehome. As Judy Hatswell says, S .
Harvey is a bright young lad. He has parents who are loving and kind. When he is motivated,nothing will stop him or hold him back. He can achieve the highest quality work. When he is notmotivated however, he chooses behaviours like annoying others, refusing to begin or completework, disrupting his own learning and the learning of others.
Why does he do this? What is behind these choices in behaviour? There are many possibleexplanations.
· Harvey is deliberately out to get attention- in particular the attention of his teacher
· Or he just does not enjoy the work he was being given
· Or he wants to pick and choose what he does rather than being told
· Perhaps he wants to test out the boundaries the teacher had set
· Or he would rather socialise than do the work.
Whatever the reason, it was his best attempt to get what he wants, but it is atthe expense of his own learning and that of others.
For this teacher, understanding his behaviour is a key to taking back controlof her mental health.
According to William Glasser we all have five basic needs. The need for; the need for ; the need for
; the need for ; and the .We constantly live our lives in different ways to meet these needs.
The five needs provide a useful framework for understanding where the behaviour is generatedfrom and which of the needs are, or are not, being met.
If Harvey wants to check where the boundaries are, he wants to feel safe. This behaviour meets hisneed for
If he would rather chat than do his work he wants friendships. is the need he isattempting to meet
If he wants to be the centre of attention and to be recognised, this meets his need forIf he doesn’t want to be restricted, it is about the need for
Voice of Choice in Action March 2014
16
If he is bored he wants some excitement, he is looking for
These genetic needs won’t go away and he will meet them one way or the other. “Up and cleanways” or “down and dirty ways”. At the moment he is meeting them in a “down and dirty ways”.He will continue to meet these needs that way, until he learns another way that is as needssatisfying as those he is currently choosing.
Add to this mix, Harvey’s unique genetic profile, which means that he will have one or more ofthese needs that are stronger than the others. The strength of the needs play out in the classroomin different ways.
If Harvey has a high need for , he will constantly choose behaviours to get what he wants tomeet that need. This is a driving motivation for him.
He will meet this need one way of the other, either in productive ways or unproductive ways. Ifthings are not fun for him he will act out in variety of ways to make the classroom more fun forhim.
The behaviours to meet the needs are like a dripping tap. They won’t go away. But like thedripping tap, we can bring about change when we change the washer.
While it is tempting to try and control what Harvey is doing – turn off the tap more tightly - withmore reprimands and bigger and more severe consequences, teachers have more chance of helpingstudents to be successful with changes they make in their approach to dealing with themisbehaviour.
In teaching students to meet those needs in a productive ways, teachers .
It is not quick, it is not easy, but it is possible, even with the most challenging child.
Seeing discipline as an opportunity to teach a better way to behave, gives teachers the best chancepossible of helping the Harveys of this world to become more productive class members andultimately more productive citizens.
Voice of Choice in Action March 2014
17
M
SEE ! EXTRINSIC MOTIVATION DOESN'T WORK!
Every child deserves a year’s growth for ayear’s input
John Hattie March 22nd 2014
Voice of Choice in Action March 2014
18
The William Glasser Institute-New Zealand
CHOICE IN ACTIONNational ConferenceOctober 2, 3, 4th, 2014
Sarnia Park151 Maungatautari Road
CAMBRIDGE
A quality boutique conference set in a beautiful country lodge
Full Package includes reception and welcome, keynote speakers, workshops, morning and afternoontea, lunch, activity session and conference dinner. One day packages are available.
Information including registration can be completed online atwww.glassernz.org.nz/conference-program
Accommodation at the venue is limited. Motels and B & Bs are available close by.
Bookings can be made at http://www.cambridge.co.nz/accommodation
Strengthening New Zealand through Choice Theory PsychologyChoosing Connecting Changing
Full package Early Bird (Before June 30) Member $330 q
Full package Early Bird (Before June 30) Non Member $365 q
Full Package (From July 1) Member $365 q
Full Package (From July 1) Non Member $395 q
Group booking More than 5 people 10% discount q
Concession (unemployed and students- students studying more than 50% and notworking more than 0.5) Early bird $290 Full package $310 q
Single day registration $125 q
Day tripper (no lunch) $100 q
Thurs Oct 2 4.30 - 5.30 Registration
5.30 - 7.30 Welcome reception. Keynote address Tony Coates
Friday Oct 3 9.00 - 9.30 Welcome
9.30 - 10.30 Keynote address Sylvia Habel10.30 - 11.00 MORNING TEA11.00 - 11.30 International Board11.30 - 12.30 Workshops12.30 - 1.30 LUNCH1.30 - 2,30 After lunch activities2.30 - 3.30 Workshops3.30 - 4.00 AFTERNOON TEA4.00 - 5.00 Workshops7.00 - 10.00 CONFERENCE DINNER
Sat Oct 4 9.00 - 10.30 Panel Discussion10.30 - 11.00 MORNING TEA11.00 - 12.30 Workshops12.30 - 1.30 FAREWELL LUNCH
Method of payment
My cheque for $____________ isenclosed (payable to WGI-NZ. Post to PO Box 33-193 Petone Lower Hutt 5046 New Zealand)
Invoiceto______________________________
Direct Credit Bank:Bank Account ANZ‘William Glasser Institute (NZ) Inc’, accountnumber 060545 0336073 02
Put your name as payee and conference asreference
For other payment options [email protected]
REGISTRATION FORM
Mr/Mrs/Ms/Dr
First Name
Family Name
Phone
Address
Special Diet
Additional Guest
Mr/Mrs/Ms/Dr
First Name
Family Name
Attending
Special Diet
Other requirements
Voice of Choice in Action March 2014
20
Book Review
This book uses common everyday examples of dilemmas we face as parents (and grandparents) withour children and grand children. There are times when readers may even feel pangs of guilt as theyrecognise the situations and how they have dealt with them in the past.
The book gives the reader tips on how to make conscious parenting decisions instead going onautopilot, perhaps doing what his or her parents did or what has already been tried in the past.
We sometimes think that if we do it hard enough for long enough we will be able to make our childrendo what we want them to do.
Of course the basic premise of the book is that all behaviour is purposeful and that conflict arises wheneach party, the parent and the child, is trying to get what they want.
The author teaches the magical question, “What is it my child wants that she in behaving in such aninappropriate way to try and get it?”
A series of Q & A sections of the book are used to describe typical scenarios to enable the reader torelate to difficulties they may be having. It gives some options to try.
This style of practical help is offered throughout the book, making it very user friendly for parentsand grandparents.
-Nancy Buck is senior faculty with the William GlasserInternational. Her previous books and her program,Peaceful Parenting is based on Choice Theory.
