September 11, 2007
Yesterday in class we did an activity that was designed to help students understand their Quality World pictures. Our quality world is made up of those things we want the most...it is made up of specific pictures that show the best ways to satisfy one or more of our basic needs. These pictures fall into three categories: 1) the people we most want to be with, 2) the things we most want to own or experience and 3) the ideas or systems of belief that govern our behavior. Any time we feel very good, we are choosing to behave so that someone, something or some belief in the real world has come close to matching a picture of the person, thing, or belief in our quality world. To do this we had them write down what they would do on their ideal day. Money was no object and they could spend time with anyone of their choice. The goal was to have students think about their world and how they would really like to spend their time. It also gave them some insight into their needs. Many students would travel and shop all over the world, others would spend time at various theme parks, and still others would visit different ball parks. This would indicate a high need for fun which isn't at all surprising.
Most of the students reported that they would like to spend the time with their friends and family. Again not surprising that friends out ranked family with this age group. This is the time when peers become a very important part of a teens life. It also shows that most have a high love and belonging need.
As they were sharing their ideal days, I noticed that many of them expressed a great deal of happiness at being able to choose everything they would do without having to worry about anyone else or considering anything like time or responsibilities. They enjoyed the power they were given over making their own decisions.
The people and things they put into their quality worlds are important to them....they are neither good nor bad, they are there because we believe or at least hope that it will feel good to be with them and bad to be without them.
We ended the activity by talking about how their quality world will change as they continue to grow and determine if the people, things, and beliefs are need satisfying or not.
Wednesday, September 19, 2007
Tuesday, September 11, 2007
School Starts
Sept. 4, 2007
Day 1: It is hard to believe that school is underway....To start the year off, the 8th grade team gets to know the students by getting them involved in various team building activities. They "Move That Line", "Tie a Human Know", get in the "Lifeboat" and try to develop some positive relationships between each other and their teachers. This year Vicki and I gave them their introduction to Choice Theory by trying to have them play the "Triangle Game." In this activity they are supposed to pick out two other people that they would like to include in their equilateral triangle. They were not to tell the two people they picked, nor were they supposed to indicate to these two people in any way that they were a part of their triangle. It was a real bust. When done correctly the triangles wouldn't be obvious, and you wouldn't know if someone else had formed a triangle with you in it. We learned that 8th graders have lots of ways of communicating with each other....They almost all went to the sides of their friends and formed very small triangles so we ended up with a space filled with lots of mini triangles rather than a space filled lots of bodies with no apparent pattern.
The goal was to end up with a win-win situation in which all members of the team got what they wanted without trying to control the other people that formed it. Had they approached the game and played it correctly, they would have seen one of the goals of choice theory....win-win. However, they played the way we should have guessed students in school would play....they did whatever they had to to be correct. We told them to make equilateral triangles...they did. We told them not to indicate who they picked, that was more difficult initially (many simply pointed to their friends and they then moved to where they needed to be)...after reminding them that they couldn't indicate who they had picked, the body language and non verbal communication became more subtle and it wasn't until I watched really closely that I realized that they really were communicating. In school there is a really strong need to succeed or be right, they all wanted to be right and to get the game right which caused them to choose behaviors that involved trying to control others in order to get it right.
Next we had them fill out index cards with the following information in the four corners: corner 1: 3 people (one older, one younger, one peer) that are important to them. In the next corner they listed 3 things they would be doing, if they weren't in school. In the third corner, they listed 3 things they were good at and in the last they wrote 1 rule that they felt everyone should follow, 1 rule they thought was stupid, and a pet peeve.
Once they had that completed we asked them who, in the whole world, they thought they had control (in thought, action, emotion) over. Answers ranged from pets to younger siblings, but a really short discussion led them to say no one except for themselves. We continued the discussion by pointing out that when they talk out of turn it is irritating....but we as teachers can't make them stop. I know you're probably thinking a teacher worth his or her salt certainly should be able to make them stop, but with 26 years of teaching under my belt, I can assure you that they will quiet down for a time, but within 10 minutes, they are chatting again. They have to choose to stop talking...I cannot make them. We talked then about behavior and explained that all behavior is purposeful...that is it is designed to satisfy a need. If they were sitting quietly and listening, it was by choice. If they chose to not listen and were thinking Geez! when is this going to end...they did that by choice. Each and everyone of us tries to control the people around us, but we cannot. We can only control ourselves. We can coerce, manipulate, or try to intimidate someone into doing what we want, but ultimately it is their choice to do it or not. We always choose to do what is most satisfying to us at the time.
I mentioned that all behavior is our constant attempt to satisfy one or more of 5 basic needs. Those needs are 1: Love and belonging--the people the students listed on their index cards represent those people who they love and value as friends or family. 2: Fun--their answers here represent those things they like to do to have fun. Everyone wants to have fun and fun can include anything from learning, reading, or participating in sports. It is anything that you enjoy. 3: Power--this need comes in two forms on is power within which includes accomplishing a goal, succeeding at something, or teaching someone something that you know. Power over is trying to control those around you and is not constructive. 4: Freedom--this was the final corner of the index card. There are certain rules that must be followed however and our freedom must not come at the expense of someone else.
The goal for this year is to ensure that all of our students feel like they belong and are loved. We will foster positive relationships with all of our students. We will also make learning fun. This will involve getting them more involved in their own learning. Giving them the chance to pursue things they are interested in while still covering the curriculum. We want to make learning fun so that they enjoy their time at school. Next, we want to teach students to tap into their power within, so they meet with success in school. No one can do a new skill perfectly the first time they try it...students will have many opportunities to improve and develop their skills and feel that power within. We want to give students the chance to see that power over others doesn't really work. We also want them to have the chance to figure out what they need to have to be free and how to figure out the boundaries, so that they aren't interfering with someone elses needs.
This is getting really long, so let me close by saying this, we want to develop relationships with our students so that they really want to come to school to learn, not just hang out with their friends. This means that we all need to learn to compromise in order to have a win-win school year. We want to teach the students to take responsibility for their actions so that everyone is having their needs met, and most importantly learn to do competent quality work.
This is getting really long, so let me close by saying this, we want to develop relationships with our students so that they really want to come to school to learn, not just hang out with their friends. This means that we all need to learn to compromise in order to have a win-win school year. We want to teach the students to take responsibility for their actions so that everyone is having their needs met, and most importantly learn to do competent quality work.
Choice Theory Basic Intensive Week
July, 2007
Prior to attending the workshop I read several of Glasser's books including "Choice Theory", "Choice Theory in the Classroom", "The Quality School Teacher" and "Every Child Can Succeed". I learned a great deal about the basic needs, building positive relationships, quality school work and the competence based classroom. I felt I had a good start at understanding his theory and was eager to learn how to take the knowledge and put it into practice. I not only wanted to understand it, I wanted to own it.
WOW!!!!
The week of training was intense, exhausting, but absolutely terrific. We studied Glasser's entire view of choice theory and reality therapy from a personal, school and business point of view. We participated in group discussions and various role play situations as well as some lectures to learn the various aspects of choice theory. I left the workshop armed with strategies that would help me create a classroom in which every child can succeed and have fun learning. I couldn't wait for the new year to start!!!!
Throughout the week additional books were recommended. I found one by Jonathan Erwin entitled "The Classroom of Choice" to be very good and would recommend it highly. He has some straight forward and easy to understand strategies for teachers. He believes in offering students real opportunities rather than the obstacles that are a part of a traditional classroom based on a punishment reward model. He has dozens of ideas for improving motivation, work habits, opening lines of communication, supporting students in cooperative work and connecting the curriculum with individual interests. He is a teacher, so his ideas make sense and are very realistic and based on his own successes.
We also picked up "The Control Theory Manager" by Glasser. Since teaching is really all about management it seemed like a good choice. I have read it and I'm more sold on choice theory than ever. It has impressed both Vicki and I so much that we have given several of the books to Dale to read. We would like to see North Shore Middle School become the first Quality School in Wisconsin. Dale, our principal agrees and supports the Quality School ideas....something to work towards.....
We will be back at school before you know it. I'm looking forward to teaching the students about choice theory. I'm going to be using the blog as my reflection tool, resource, and source of documentation of the activities and ideas that I incorporate into my teaching. I will invite students, parents, teachers and the world connected through the Internet to watch as I create a competence based classroom in which every child can succeed. Comments are welcome....keep in mind however that we are all sensitive and have a need for power within which includes feeling important and competent at what we do.
Prior to attending the workshop I read several of Glasser's books including "Choice Theory", "Choice Theory in the Classroom", "The Quality School Teacher" and "Every Child Can Succeed". I learned a great deal about the basic needs, building positive relationships, quality school work and the competence based classroom. I felt I had a good start at understanding his theory and was eager to learn how to take the knowledge and put it into practice. I not only wanted to understand it, I wanted to own it.
WOW!!!!
The week of training was intense, exhausting, but absolutely terrific. We studied Glasser's entire view of choice theory and reality therapy from a personal, school and business point of view. We participated in group discussions and various role play situations as well as some lectures to learn the various aspects of choice theory. I left the workshop armed with strategies that would help me create a classroom in which every child can succeed and have fun learning. I couldn't wait for the new year to start!!!!
Throughout the week additional books were recommended. I found one by Jonathan Erwin entitled "The Classroom of Choice" to be very good and would recommend it highly. He has some straight forward and easy to understand strategies for teachers. He believes in offering students real opportunities rather than the obstacles that are a part of a traditional classroom based on a punishment reward model. He has dozens of ideas for improving motivation, work habits, opening lines of communication, supporting students in cooperative work and connecting the curriculum with individual interests. He is a teacher, so his ideas make sense and are very realistic and based on his own successes.
We also picked up "The Control Theory Manager" by Glasser. Since teaching is really all about management it seemed like a good choice. I have read it and I'm more sold on choice theory than ever. It has impressed both Vicki and I so much that we have given several of the books to Dale to read. We would like to see North Shore Middle School become the first Quality School in Wisconsin. Dale, our principal agrees and supports the Quality School ideas....something to work towards.....
We will be back at school before you know it. I'm looking forward to teaching the students about choice theory. I'm going to be using the blog as my reflection tool, resource, and source of documentation of the activities and ideas that I incorporate into my teaching. I will invite students, parents, teachers and the world connected through the Internet to watch as I create a competence based classroom in which every child can succeed. Comments are welcome....keep in mind however that we are all sensitive and have a need for power within which includes feeling important and competent at what we do.
A New Choice
Last year Dale Fisher asked the eighth grade team to participate in a collegial study in which we read Bob Sullo's book "Activating the Desire To Learn". This book was incredible and it was the first time I was introduced to the work of Dr. William Glasser and his "Choice Theory". This theory was developed by Dr. Glasser in the late 90's and he has been involved in schools for over 40 years with remarkable success.
The premise behind choice theory is three fold. First is that we are all motivated by five basic needs: love and belonging, survival, power, freedom and fun. The second is that all behavior is purposeful and chosen to help satisfy our needs at that time. The final premise is that the only person's behavior you can control is your own. No one else can make you feel, act, think or do anything....you always have a choice.
According to both Sullo and Glasser, the cornerstone of all learning is a positive relationship that is need satisfying. Without that, students will seek to fulfill their needs for love and belonging, fun and power in ways that aren't always compatible with a classroom situation. It is also their belief that each and every child can succeed and do quality and competent work in school. Several strategies were outlined in Sullo's book.
After completing the book I asked Dale if I could try some of the strategies and gather data to see if they really did work. He gave me permission and several really positive things came out of my efforts. I was having a bit of a problem with motivating one student in science...he was a good kid, just really unmotivated to do any science work. I sat down and talked with him and found out what he wanted from me. I then told him what I needed from him. Together we worked out what we were both willing to do to get what we wanted and needed. The change was immediate and remarkable. He became the leader of his team in River City. He kept everyone else on task, delegated responsibilities and reported their progress to me. This was a major turn around for the better! It wasn't too long after this that his mom called to thank me. She wasn't sure what I was doing, but she said her son told her he looked forward to science class and that science was his favorite class. What a turn around....
I had also been working with several of our high risk students since the beginning of the year to see if I could help them make their 8th grade year a successful one. They worked on completing all academic work and staying out of trouble in their classes. I spent time everyday and on Saturday mornings developing a positive relationship with these students. I was absolutely amazed at the results. These two students maintained both their grades and positive behavior in their academic classes all three trimesters... I was convinced that Glasser was right on target. The key to learning and success was in positive relationships.
This was a great way for me to end the 2006-2007 school year. I was convinced that Choice Theory could make a huge difference in student motivation, responsibility and success. I wanted to learn more...so Vicki and I asked Dale if we could attend a week long workshop being offered in Chicago during July. He was supportive and together Vicki and I set off for the windy city.
The premise behind choice theory is three fold. First is that we are all motivated by five basic needs: love and belonging, survival, power, freedom and fun. The second is that all behavior is purposeful and chosen to help satisfy our needs at that time. The final premise is that the only person's behavior you can control is your own. No one else can make you feel, act, think or do anything....you always have a choice.
According to both Sullo and Glasser, the cornerstone of all learning is a positive relationship that is need satisfying. Without that, students will seek to fulfill their needs for love and belonging, fun and power in ways that aren't always compatible with a classroom situation. It is also their belief that each and every child can succeed and do quality and competent work in school. Several strategies were outlined in Sullo's book.
After completing the book I asked Dale if I could try some of the strategies and gather data to see if they really did work. He gave me permission and several really positive things came out of my efforts. I was having a bit of a problem with motivating one student in science...he was a good kid, just really unmotivated to do any science work. I sat down and talked with him and found out what he wanted from me. I then told him what I needed from him. Together we worked out what we were both willing to do to get what we wanted and needed. The change was immediate and remarkable. He became the leader of his team in River City. He kept everyone else on task, delegated responsibilities and reported their progress to me. This was a major turn around for the better! It wasn't too long after this that his mom called to thank me. She wasn't sure what I was doing, but she said her son told her he looked forward to science class and that science was his favorite class. What a turn around....
I had also been working with several of our high risk students since the beginning of the year to see if I could help them make their 8th grade year a successful one. They worked on completing all academic work and staying out of trouble in their classes. I spent time everyday and on Saturday mornings developing a positive relationship with these students. I was absolutely amazed at the results. These two students maintained both their grades and positive behavior in their academic classes all three trimesters... I was convinced that Glasser was right on target. The key to learning and success was in positive relationships.
This was a great way for me to end the 2006-2007 school year. I was convinced that Choice Theory could make a huge difference in student motivation, responsibility and success. I wanted to learn more...so Vicki and I asked Dale if we could attend a week long workshop being offered in Chicago during July. He was supportive and together Vicki and I set off for the windy city.
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