How Does It Work in an Elementary School?

Every day the Principal begins the day with a Message—reads it from the Principal’s book—prepared to fit with the lesson which individual classroom teachers then deliver. There are 42 lessons. A portion of a lesson is given every day, all year long, every year.  We never stop, because society is teaching irresponsible lessons constantly, encouraging self indulgence, encouraging disrespect, teaching rudeness, cruelty and abuse of power.

The initial delivery of a lesson may take fifteen to thirty minutes. But by the second time through, some of the students will have mastered some of the role plays, so the lesson takes less time. By the third time through it is a simple, quick three minute review consisting of questions. "What are the three reasons people say rude and insulting things?" Or "Who would like to role play in front of the class the appropriate way to respond to an insult?"

After a few times through, review may simply be a discussion of the vocabulary words.

Contrary to expectations, spending this time teaching R&R does not steal time from other lessons. It creates teaching time by reducing hassles, reducing interruptions and reducing misbehavior problems. Behavior begins to improve immediately, and classroom grades improve--sometimes as much as ten points by the end of the year.

As years pass, the older students have developed most of these respectful behaviors, so only the primary grade teachers have to spend appreciable time on the lesson.

Once a week parents receive a page, a mini lesson, points taught that week in one of the lessons. In addition, parents are given a handbook with copies of The Five Principles of Responsibility, The Two Jobs of the Student, The Charter of Personal Rights, The Techniques of Respect and other helpful information.

Periodically staff evaluates student understanding and competence. If students have not mastered the assertiveness skills or have not learned various lessons, those skills/lessons are targeted for more practice.

For more specifics on tasks for each role within the school, see:

What is the role of the Coach?
What is the role of the Teacher?
What is the role of the Principal?

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The Exit Messages

The purpose of the exit message is to raise awareness of the need to be respectful in (or on the way to) the next activity. The message consists of questions and a brief discussion and occurs as the students are putting away their things and lining up at the door. The exit message is used each time the class leaves the room as a group.

The first part might be a request:

Please repeat with me the Third Principle of Responsibility:

(class in unison)
"I’m responsible for treating my family members and all persons everywhere with respect and consideration. That we are different, look different and think differently doesn’t matter. What matters is that each one of us is a deserving human being."

Then the questions:

When students consider and discuss exemplary behavior before they go to the next activity, some of them will exhibit more of it than if it were not discussed. Interactions will be more harmonious. Fusses will be fewer. Students will return to the classroom having experienced less stress. The classroom will be more harmonious, learning will rise and improved grades will reflect learning.

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Without Strong Coaching, a Program Can Flounder

The coach is a volunteer. The coach may be a teacher, a counselor or the principal. The coach is a leader.

The Coach:

Maintains continuity of R&R through administration changes. The coach is vocal about keeping R&R active and makes sure R&R doesn’t get lost, just because other systems change.

Guides new teachers to work with experienced teachers until they become competent in delivering R&R to their own students.

Keeps the teaching of R&R active by:

duplicating and distributing materials to assist in learning to use R&R.
leading discussion about "how to" and "progress" in teacher’s meetings.
gaining consensus on short term and long term goals for R&R.
talking about observed successes, improved behavior, greater kindness, reduced anger

Assists the Principal in evaluating teacher involvement and student competence (The Coach Unit contains evaluation tools.) and works with teachers to bring student competence to the maximum level.

The coach is a cheerleader, saying "We can do it. Here’s some help."

What Is the Role of the Principal?

Schools blossom when the principal shows strong leadership in R&R

The Principal:

Reads the message every day, rain or shine, so students know it’s important.

Talks to students throughout the day, about R&R.

"What talents have you discovered Jon?" "How are you making them grow?"
"Can you repeat The Second Principle of Responsibility for me?"
"I’d like to hear you say it. What does it mean?"
"What are the Two Jobs of the Student?" "How can you help your classmates learn and grow? What does one student do for another to help them grow?"

Inspires teachers and staff to wholeheartedly teach R&R.

Is always enthusiastic when discussing R&R.
Talks about successes with improved behavior or reduced anger, fights, etc.
Makes positive comments on visuals teachers develop to support R&R.
Talks about increased teaching time in classrooms that use R&R extensively.

Visits classrooms and demonstrates various elements of R&R.

Models respect with students, teachers, staff, parents and visitors.

Disciplines, delivering respect at all times, using questions relating to:

The Five Principles,
The Techniques of Respect,
Human Needs, etc. (The Text offers multiple examples of handling discipline issues.)

Works with teachers to:

set goals higher every year,
to evaluate student competence every year and
design a plan to raise competence levels of each student in all the skills in every classroom.

The teacher is the key to success.

Asks students to stop what they’re doing and listen carefully when the Principal begins to deliver the morning message.

Teaches the lesson every day.

Blends the concepts throughout social studies, literature, etc. with Socratic style questions.

Initiates exit messages each time students prepare to leave the room as a group.

Models respect with students, other teachers, staff, parents and visitors.

Teaches and demonstrates nurturance, every day.

Disciplines using questions relating to (always modeling respect):

The Five Principles,
The Two Jobs,
The Charter of Rights,
The Techniques of Respect, and
the concept of Human Needs, etc.
various lessons

Pairs each new student with an experienced, R&R competent student asking the old student to tutor the new in all elements of R&R, a little each day. The teacher checks from time to time to see how this is progressing, offering appropriate suggestions.

Evaluates student competence and reviews skills training (role plays) until each student performs well.

Observes students looking for:
the withdrawn or lonely child and pairs them with a study buddy.
If a student displays anger which does not subside after a short period, the teacher should refer the student to the school counselor.

Links

Social Intelligence
Emotional Intelligence
Human Needs
Rationale
At Risk Student
Some Fundamentals
Discipline
Bullying
Gangs
What We Teach
How R & R Works
Results
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