MONITOR MANAGER

From monitor to manager and

wEAVING BETWEEN

Rules

Consequences

Beliefs

Fixing It

Teacher that made a difference

William Glasser

RESTITUTION

Restitution

Create conditions for the person to

Fix their mistake and Return to the group Strengthened

• Restitution is not a payback; it is a pay forward.

• Restitution restores relationships.

• Restitution is an invitation not coercion.

• Restitution teaches the person to look inside.

• Restitution is looking for the basic need behind the problem.

• Self restitution is the most powerful tool.

• Restitution is about “being” not “doing”.

• Restitution strengthens.• Restitution focuses on solutions.• Restitution restores one to the group.

FORTUNE 500 LIST

TeamworkProblem SolvingInterpersonal SkillsOral CommunicationListeningPersonal/Career DevelopmentCreative ThinkingLeadershipGoal/Setting/MotivationsWritingOrganizational EffectivenessComputationReading

NOW 1970

123456789

10111213

1012134567891

1123

Numbers 10, 12, and 13 used to be numbers 1, 2, and 3

ACADEMIC ACHIEVEMENT

TRACED

6% To teaching techniques and lesson presentations

16%To factors over which the school has no control

78%To the quality of humaninteraction in the school

Teacher’s Handbook, Discipline With Love and Logic, Cline/Fay Institute

Why People Behave

1. TO AVOID PAIN.

2. FOR RESPECT OR REWARD FROM

OTHERS.

3. FOR RESPECT OF SELF.

What will happen if I don’t do it?

What do I get if I do it?

Who will I be if I do it?

Common Discipline Styles

Adult

Does

Adult

Says

Legacy

Youth

Says

Youth

OutcomeRepeat Offense

Yells and Points

If you don't doit I'll....

RebelBlame

I don't care

Punisher

Discipline Style 1: The Punisher

• “Do it or else!”

• Control through fear of pain (emotional or physical)

• Uses: yelling, anger, sarcasm, intimidation, humiliation (often public) …

• Often expedient and gives short-term gains in control

Discipline Style 1: The Punisher

Discipline Style 1: The Punisher

Adult

Does

Adult

Says

Legacy

Youth

Says

Youth

Outcome

Preaches andShoulds

You should haveknown better

Hide Deny Lie

I'm sorry

Low self-esteem

Guilter

Discipline Style 2: The Guilter

• “Why didn’t you do what you should have”

• Uses: shaming, moralizing …

• Focusing on shortcomings and faults

• Can lead to: hiding mistakes, blaming, denying …

Discipline Style 2: The Guilter

Discipline Style 2: The Guilter

AdultDoes

AdultSays

Legacy

YouthSays

Youth

Outcome

Makes excusesfor them

Do it for me

Dependency

I thought youwere my friend

Weakness

Buddy

Discipline Style 3: The Buddy

• “Do it for me”• Uses: friendship, cajoling,

diverting, humor, praising, compliments …

• Not harmful, but can lead to over-dependency as recipient complies for The Buddy

• Recipient is not learning self-discipline, especially if The Buddy lets them “off the hook” or is overly permissive

Discipline Style 3: The Buddy

AdultDoes

AdultSays

Legacy

YouthSays

Youth

Outcome

Counts and Measures

What's the rule?

Conformity

How high,How far?

Consequenceoriented

Monitor

Discipline Style 4: The Monitor

• “You broke the rule; here’s the consequence.”

• Uses: rules and consequences

• Can function like a referee: applying penalties to rule violations

• Monitors also reward and reinforce in positive ways

Discipline Style 4: The Monitor

AdultDoes

AdultSays

Legacy

YouthSays

YouthOutcome

AsksQuestions

What doyou believe?

Strengthen

What can I doto fix it?

Self restitution

Manager

Discipline Style 5: The Manager

• “What do we believe? What’s the kind of person you want to be?”

• Uses: strong relationships, shared beliefs and values (common to all stakeholders)

• Development of “Social Contract”• Strengthens student by focusing on

internal resources student can use to solve the problem

• Intrinsically motivated

Discipline Style 5: The Manager

RULESMonitor of Consequences1. What’s the rule?2. What’s the consequence?3. What did you do?4. What happens now?

BELIEFSManager of Restitution1. What do we believe?2. Do you believe it?3. If you believe it do you want to fix it?4. If you fix it, what does it say about you?

William T. Powers

“Humans find humans endlessly fascinating”

Levels of Perception

Sensory

Knowledgeor

Program

Principles(abstract)

System of Values

“Kind of person you want to be”

Mission/Vision/Beliefs

Rules/Policies/Procedures

Plans/T-Charts/Y-ChartsWhen/Where/How

WH

OW

HY

WH

AT

HO

W

BEIN

GD

OIN

G

Levels of Perception

Patterns

Sensory

Knowledgeor

Program

Principles(abstract)

System of Values

“Kind of person you want to be”

Mission/Vision/Beliefs

Rules/Rote/Procedures

Plans/T-Charts/Y-ChartsWhen/Where/How

WH

OW

HY

WH

AT

HO

W

BEIN

GD

OIN

G

MANAGER OF RESTITUTION

MONITOR OF RULES

MONITOR MANAGER

WEAVING BETWEEN

If you don’t ________ I have to _________. (Give you a consequence -discomfort)

I would rather _______________(Fix it. We both get what we need)

www.realrestitution.com

Rules

Consequences

Beliefs

Fixing It

Patterns

Sensory

Knowledgeor

Program

Principles(abstract)

System of Values

BEIN

G

DO

ING

MANAGER OF RESTITUTION

MONITOR OF RULES

Levels of Perception(Healing Cycle)

WHO Person I want to be System of Values

WHY Universal Beliefs

Social Contract

Principles

WHAT Rules

Bottom Line

Expectations

Knowledge or Program

HOW T-charts

Y-charts

Concept webbing

Sensory

11. System Concepts10. Principles9. Programs8. Sequences7. Categories6. Relationships5. Events4. Transitions3. Configurations2. Sensations1. Intensities

THE HEALING CYCLE

WHO *Person I Want To BeWHY *Universal Beliefs

*Social Contract*Constitution

WHAT *Rules and Roles*Expectations

HOW *T-charts and Plan

WHY IS IT SO DIFFICULT TO

CHANGE? DIANE GOSSEN

DIFFERENCES BETWEENCONSEQUENCES AND RESTITUTION

Monitor of Consequences Manager of Restitution

External evaluation Self-evaluation

Rule (What’s the rule?) Belief (What’s the belief?)

Discomforts the person Strengthens the person

Imposed by authority Invited and chosen by the subject

Expedient—takes less than 2 minutes

Time-consuming—needs time for incubation and reflection

Discussed and decided in advance

Created by or with the subject (and sometimes with the victim)

Reactive - Focus on the problem

Proactive - Focus on the solution

First Question????

What need is not being met and how can we meet that need?

Rather than……

How can I make this kid do what I want?X

IDEAL SCHOOL

Looks Like

Friendly SharingNeat HelpingSmiles DiverseClean Healthy

Accepting

SOUNDS LIKELaughter

DiscussionPleasantPolite

PositiveAccepting

Vigorous Dialogue

FEELS LIKEComfortablePositiveWarmSupportiveStrongNon-controllingChallengingSense of DirectionRisk-taking

Restitution Thinking

1. What do we believe in this class?

2. Is what you are doing helping or hurting the class?

3. What would a great class look like?

4. What could you be doing to help?

5. What’s your plan to make this work for you?

MY JOB YOUR JOBTeacher & Student

Teacher - My Job Is…1.Teach2.Answer questions3.Give information4.Demonstrate/give tasks5.Respect6.Evaluation7.Set up standards with input from students8.Develop beliefs with students9.Take roll10.Written documentation11.Handle discipline12.Be punctual/available13.Be current, continue learning14.Show interest/concern

Student - Your Job Is…1.Learn2.Work with each other3.Think for yourself4.Make decisions5.Come to school prepared to work6.Ask when you don’t understand7.Give me something to evaluate8.Self evaluate your work9.Follow the rules10.Make plans/Do the work11.Share our beliefs12.Be prepared (homework, supplies)13.Treat others with respect14.Use restitution

My Job Is Not…1.To think for you2.To make you do3.To lend money, be taxi4.To take or give abuse5.Make you succeed

Your Job Is Not…1.To do my job2.To decide for another person3.To take abuse4.Discipline others

A MODEL FOR PLANNED CHANGE AND DECISION MAKING

Albert Einstein

“You can never solve problems with the same thinking that created them.”

“I skate to where the puck is going to be, not where it has been.” Wayne Gretzky

MOVING TO THE MANAGER POSITION RUBRIC

• 1) Solving Problems

• 2) Being Helpful, Kind and Friendly

• 3) Rights and Responsibilities

• 4) Accepting Others

Where to Start • School Beliefs-Staff, Students,

Parents• Bottom Lines as a staff - “Looks like/Sounds like”• Belief/Rules Grid – moving from

Rules to Beliefs• Timelines• Supervision Clipboards – Collect

Data / Analyze / Plan• Assemblies – get everyone on the

same page• Lesson Plans for matrix - one

column at a time• Celebrations• Link to Performance Standards –

move to self evaluation

Moving on Relationship

Building Activities (Restitution)

• 30 Second Interventions• Greet every student as they enter• “My Job/Your Job”• Person / Student You Want to Be –

Best class• Class Beliefs / Agreements–

Respect, Responsibility, Honesty and Caring

• Bottom Lines – link to beliefs• Teach the needs and teach to the

needs• Does it really matter? /Yes, if

A Love Story

Take the plunge…