“Give ’em Five” to Reduce Referrals & Suspensions

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Over the past seven years, Responsibility-Centered Discipline principles have been implemented in schools across North America. These schools have not only consistently reported significant decreases in office referrals, detentions and suspensions – but they have also moved away from an obedience-based model to a model that is based on students taking responsibility for their own behavior and academic success.

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The “Give ‘em Five” guided conversation is an important Responsibility-Centered Discipline tools. Each administrator and teacher is trained to incorporate five themes into their corrective conversations.  These conversations become highly personalized, because educators decide what words they will use and the themes can be addressed in any order. The “Give ‘em Five” themes are:

  • Support
  • Expectation
  • Breakdown
  • Benefit
  • Closure

Once educators learn how to apply these themes to their disciplinary conversations, emotions are eased and both the educator and student can focus on moving forward.

Larry Thompson began wrestling with student discipline issues as a special education teacher and residential facility instructor. Asked to serve as the latest in a long procession of principals at a severely underperforming alternative school, he was forced to find better methods of managing student behavior. Those techniques form the foundation for the Responsibility-Centered Discipline approach to Effective School Discipline. Schools that have implemented these principles have reported up to 90 percent reductions in both office referrals and In-School Suspensions.

To learn more about how the Responsibility-Centered Discipline strategies actually work and how they could impact your school, register now for the Responsibility-Centered Discipline Approach to Effective School Discipline seminar in your area.

“Responsibility-Centered Discipline is the most comprehensive discipline approach in which I have participated in years.  I truly believe that once a teacher has the skills to fully engage the student in supporting positive behaviors, setting clear expectations, breaking down inappropriate behaviors, identifying benefits the students may earn, and closing the discussion with an agreement to move forward, both the teacher and student will develop a strong relationship built on trust and respect.”
John Barlow, Principal
Sunrise Mountain High School

“Implementing these principles has changed our school culture. Our office referrals are down by 50 percent and I am having the best conversations about discipline with students and parents since I became a principal.”
Keith Hall, Principal
Stockton High School

“The steps in this process can be taught to anyone with any skill level. It can be put into practice immediately, and my teachers and staff began using it the very next day.”
Jenifer Anderson, Curriculum Director

Larned School District

“Our school is a different place. When my superintendent came in the building he noticed how different the school culture appeared.”
Stacey Ricker, Principal

Harry Street Elementary School

“These strategies place the student at the heart of every presentation. Those in attendance walk away with practical applications to use immediately in their classrooms.”
Amy Wagoner, Principal

Holy Cross School

“This is one of the few district-wide behavior management programs that I have observed in the past 29 years that actually works.”
Randy Zohn, Psychologist

Hesston High School

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