Control Theory
My fundamental beliefs are that adults and
children should have respect for one
another treating people as individuals.
I believe that we should model a sense
of understanding, encouragement,
trust, teamwork, and perseverance in all who we
come in contact with. I
believe that everyone has should have the opportunity to
learn in a
environment that is positive and encouraging. Recognizing my
fundamental
beliefs I know that in the Skinner-Rogers’ dichotomy that I fall
on the
Rogerian side of the scale. My beliefs are consistent with that
of
Rogers. I am also in favor of referent power and I would like to work
with the
students as an interactionalist. With all of these frameworks in
mind I looked
at a program that most fit my beliefs and frameworks. I believe
that I can
initiate the program of Glasser and use it effectively in my
teaching situation.
Many schools and programs regularly go through a
process whereby they attempt to
develop a new philosophical base and a
different practical approach to working
with students. Jones (1987) estimated
that 80% of disruptive behavior is talking
to each other, 15% out of seat,
the remaining 5% is spent on note passing,
playing with pencils or objects.
The cost of student failure is absorbed. If we
are losing 30 to 50% of our
time keeping on task as a result of small
disruptions, I would say to you
that no other problem costs you 30 to 50% of
your entire school budget. In
keeping this in mind, I would propose that our
middle school take a look at a
program developed by Dr. William Glasser, M.D.
His model is consistent
with my own beliefs and would fulfill the vision that
our school has
developed. Integrated in Dr. Glasser’s model are Choice Theory
(previously
termed Control Theory), Reality Therapy, and the Quality School.
Choice
Therapy is an explanation of behavior, Reality Therapy is a process
allowing
Choice Therapy principles to be operationalized, and the Quality
Schools
represent the application of Choice Theory and Reality Therapy ideas
in
Education. William Glasser’s model involves the initiation of what he
calls
quality schools. Glasser (1992) contends that we must offer students
an
education that they can see will satisfy both their immediate and future
needs.
Students can only learn if they view their schools as a place that
is at least
potentially need satisfying. If students do not perceive what we
are offering in
school to be related to one or more of basic needs, they
struggle against and or
withdraw from any or all of a curriculum that is not
satisfying. Discipline
program after program fails, believes Glasser, while
educators blame, complain
and search desperately for new Stimulus-Response
program. He adds that the
temptation is always to increase the students’ pain
by using more detentions,
suspensions, and maybe even corporal punishment.
The only thing that educators
are teaching students is that working hard and
following rules will get them
what they want. Glasser believes schools must
concern themselves with the
psychological needs for belonging, freedom, fun,
and power. In an orderly class,
students are being taught in a way that is
psychologically satisfying to them at
the same time. Learning must be
satisfying at the time it is taught. Any school
can provide warmth and human
care (belonging). This should be done with the
students and not to them or
for them. Educators need to emphasize the power
inherent in a good education
rather than grades and encourage creative thinking
because rote learning
offers little power. School supervised work programs,
beginning at age ten
and continuing until graduation, can also give power,
suggests Glasser. Team
academic competitions also meet the need for power.
Glasser also proposes
educators provide students with more freedom, by allowing
and encouraging
students to pick instructors, classes and testing procedures.
This can
also be accomplished by having students involved in the rule structure
of the
classroom and the school. Quality schools eliminate coercion and use
lead
management (Glasser, 1986). The emphasis is always on the quality of the
work
done or the quality of the interaction among people. Quantity takes a
back seat.
Quality work is the best that a student can do at this time.
It is their best
effort and shows continuous improvement. It is useful, feels
good, is never
destructive, and offers flexibility (ex. Authentic
assessment). This would fit
in well with the concept of portfolio assessment
that we are currently using in
the middle school. Quality schools use social
contracts asking if you had what
you want in your classroom regarding the way
your students interact with you and
with each other. Having students write
down beliefs and list how they and the
teacher would behave to one another
develops social contracts. There is also a
commitment and the social contract
is posted. Glasser does not believe any
school will be able to complete the
move to a quality school until all
administrators and a majority of the
teachers have at least two one-week
training sessions in these basic
concepts. They need to have a working knowledge
of Choice theory and Reality
Therapy. It can then be taught to the students. A
quality school is developed
through a four phase program based on lead
management principles and takes at
least four to five years to complete (Glasser,
1992). Sullo(1997) claims
teachers and administrators need to take time and
effort to learn the theory.
They must practice it in their own life and then
they can use it in their
professional one. Choice Theory must come into a school
not as an outside
program, but from those in the school who have learned and
realize the worth.
Significant progress takes place when a whole faculty of a
school begins to
get involved. Sullo added the important role of building
principal in
creating a quality school but most important is you actively
working toward
inspiring quality in your school in a way consistent with your
role in the
building. Teachers need to develop their notion of what makes up
quality
schools and how they would conduct themselves in such an
environment.
Teachers will recognize what needs that they satisy at
work/In lead management,
the leader shows you and helps each worker to
contribute as much as possible and
is primarily interested in helping the
organization pursue quality. I would
recommend that we engage our middle
school staff and students to collectively
forge a clear vision of quality. In
initiating this program within our school I
would anticipate that we could
have problems if the training is mandated from
the top down, not letting
participants exercise their basic need for freedom.
With the program
being presented from the teachers to administration I would
think that
teachers would have an ownership of the program if were to be
approved within
our school. Another problem that I would anticipate is the
perception of a
couple of teachers that "this won’t work" developing the
self-fulfilling
prophecy. Martin (1988) helped students work toward common
goals, helping one
another learn, gaining self-esteem, assuming responsibility
for learning and
respect for classmates while retaining positive
interdependence. Coats (1991)
reported 82% strong positive effects and the staff
generally felt more
comfortable having a clear and systematic plan with strong
administrative
support behind it. 64% staff felt confidence using this program
and the
average staff had approximately 20 hours of in-service training per
school
year. They had a clear set of expectations and consequences. Another
problem
that I might anticipate would be in the area of training. The Glasser
model
of training is first 28 hours of intensive training, followed by 6 months
of
a practicum, followed by a repeat of the same schedule. People might
not
personalize the training and reach a comfort level. A lot of teachers are
more
familiar and comfortable with other management systems. Teachers need a
good
solid knowledge base of the program and appropriate amounts of training
combined
with practice to be successful. Welch and Dolly (1979) Study found
that there
was little significant difference between the affective behaviors
of teachers on
student behavior in the classroom of those teachers who
received the training
and those who did not. This was a six-week training
module and the experimental
teachers did "not" use the Glasser techniques
extensively. As a result of
training, teacher affective behaviors did "not"
change significantly,
student on-task behaviors did "not" increase
significantly, discipline
referrals did "not" decrease significantly, and
student absences did"not" decrease significantly. I believe that if all persons
involved with
this implementing this model received the appropriate "Glasser
training
techniques" that training issues would have positive effects on the
school
climate. Other problems can arise if there weren’t a shared vision
along with
a self-evaluation of current policies and procedures. We need to
continually
engage in the three step process of developing our shared vision,
evaluating our
current policies and procedures, and aligning new policies and
procedures with
the shared vision. With reliable data and the three step
process this will help
us with the self-evaluation process. The last problem
that I would foresee is
that at least one of our teachers would say that this
program "conflicts with
her religious beliefs, saying that God provides us
with all of our needs,
therefore he makes all choices." They may also say
that the program infringes
on people’s values and appears to be a
self-centered philosophy. Along with
this they may think that it encourages
being accountable for oneself but not
accountable to each other. Purl and
Dawson(1973) found that students have become
more responsible for their own
behaviors, and have to express themselves better
and to listen and respect
the opinions of others. Communications between
teachers had improved and
teachers had become more aware of student’s needs
and were better able to
handle their won discipline problems. I would encourage
these teachers to
look at the positive results and "many" references that
back up the program.
I would also be sure that teachers received appropriate
training that would
deal with this issue. In looking at the current shared
vision of our school
and our beliefs of how people should be treated, and the
program that Glasser
offers, I would encourage you to take a look at this
program and consider
training staff and faculty working toward a Quality School
environment. My
fundamental beliefs are that adults and children should have
respect for one
another treating people as individuals. I believe that we should
model a
sense of understanding, encouragement, trust, teamwork, and perseverance
in
all who we come in contact with. I believe that everyone has should have
the
opportunity to learn in a environment that is positive and
encouraging.
Recognizing my fundamental beliefs I know that in the
Skinner-Rogers’
dichotomy that I fall on the Rogerian side of the scale. My
beliefs are
consistent with that of Rogers. I am also in favor of referent
power and I would
like to work with the students as an interactionalist. With
all of these
frameworks in mind I looked at a program that most fit my
beliefs and
frameworks. I believe that I can initiate the program of Glasser
and use it
effectively in my teaching situation. Many schools and programs
regularly go
through a process whereby they attempt to develop a new
philosophical base and a
different practical approach to working with
students. Jones (1987) estimated
that 80% of disruptive behavior is talking
to each other, 15% out of seat, the
remaining 5% is spent on note passing,
playing with pencils or objects. The cost
of student failure is absorbed. If
we are losing 30 to 50% of our time keeping
on task as a result of small
disruptions, I would say to you that no other
problem costs you 30 to 50% of
your entire school budget. In keeping this in
mind, I would propose that our
middle school take a look at a program developed
by Dr. William Glasser, M.D.
His model is consistent with my own beliefs and
would fulfill the vision that
our school has developed. Integrated in Dr.
Glasser’s model are Choice
Theory (previously termed Control Theory), Reality
Therapy, and the
Quality School. Choice Therapy is an explanation of behavior,
Reality
Therapy is a process allowing Choice Therapy principles to
be
operationalized, and the Quality Schools represent the application of
Choice
Theory and Reality Therapy ideas in Education. William Glasser’s
model
involves the initiation of what he calls quality schools. Glasser
(1992)
contends that we must offer students an education that they can see
will satisfy
both their immediate and future needs. Students can only learn
if they view
their schools as a place that is at least potentially need
satisfying. If
students do not perceive what we are offering in school to be
related to one or
more of basic needs, they struggle against and or withdraw
from any or all of a
curriculum that is not satisfying. Discipline program
after program fails,
believes Glasser, while educators blame, complain and
search desperately for new
Stimulus-Response program. He adds that the
temptation is always to increase the
students’ pain by using more detentions,
suspensions, and maybe even corporal
punishment. The only thing that
educators are teaching students is that working
hard and following rules will
get them what they want. Glasser believes schools
must concern themselves
with the psychological needs for belonging, freedom,
fun, and power. In an
orderly class, students are being taught in a way that is
psychologically
satisfying to them at the same time. Learning must be satisfying
at the time
it is taught. Any school can provide warmth and human care
(belonging). This
should be done with the students and not to them or for them.
Educators
need to emphasize the power inherent in a good education rather than
grades
and encourage creative thinking because rote learning offers little
power.
School supervised work programs, beginning at age ten and continuing
until
graduation, can also give power, suggests Glasser. Team academic
competitions
also meet the need for power. Glasser also proposes educators
provide
students with more freedom, by allowing and encouraging students to
pick
instructors, classes and testing procedures. This can also be
accomplished by
having students involved in the rule structure of the
classroom and the school.
Quality schools eliminate coercion and use lead
management (Glasser, 1986). The
emphasis is always on the quality of the work
done or the quality of the
interaction among people. Quantity takes a back
seat. Quality work is the best
that a student can do at this time. It is
their best effort and shows continuous
improvement. It is useful, feels good,
is never destructive, and offers
flexibility (ex. Authentic assessment). This
would fit in well with the concept
of portfolio assessment that we are
currently using in the middle school.
Quality schools use social
contracts asking if you had what you want in your
classroom regarding the way
your students interact with
you.