‘The RCM plan works because it is straightforward and easy for staff, students, and parents to understand and, most important, to buy into. Staff members appreciate the research and the paradigm of modeling responsibility. Students identify with the emphasis on responsibility and the use of logical consequences. The RCM plan has been a major part of positively changing the overall culture in our school.’
—Ronald S. Dixon, Principal
John Taylor Williams Middle School, Charlotte, NC
A schoolwide plan for decreasing discipline problems and empowering adolescents to act responsibly!
Proven to reduce office referrals, suspensions, and dropout rates, the Responsible Classroom Management Plan (RCMPlan™) is a nationally field-tested, team-based approach to schoolwide behavior management and discipline. Written for teachers and administrators in Grades 6–12, this detailed resource:
- Addresses the nuts and bolts of classroom management
- Explains the essential skills teachers need to reinforce responsible behavior and model appropriate social conduct
- Provides tested consequences that promote internal behavior control in secondary school students
- Includes administrator resources and tools for introducing, implementing, and monitoring Responsible Classroom Management in a school or district
Emphasizing the importance of teamwork between administrators and teachers in maintaining schoolwide behavior standards and expectations, this book introduces the RCMPlan™ system and provides the tools you need for successful implementation.
Table of Content
List of Tools
Acknowledgements
About the Authors
Introduction
1. Understanding The RCMPlan?
The RCMPlan?
Becoming a Successful RCM Teacher
A Model for Improving Instruction and Behavior
An Invitation to Change: The RCM Plan? Inventory
Looking Ahead
2. Teaching Students Responsibility Within Warm and Inviting Classrooms
The Original and Still Functional Correlates for Teaching Responsibility
Expecting Responsibility and Civility in the Classroom
Experimenting with Responsibility and Civility in the Classroom
Modeling Responsible Behavior
The Four Types of Inviting Teachers
Preparing to Modify Classroom Procedures
Students Roles and Additions to the Classroom
Group Activities
Looking Ahead
3. Standards, Guidelines, and Expected Behaviors
Why Rules Do Not Work With Middle or Secondary School Students
Replacing Rules with School and Classroom Standards, Guidelines, and Expected Behaviors
Building School Guidelines for Outside the Classroom
Developing Classroom Guidelines
Teaching Standards and Guidelines to Students
Looking Ahead
4. Using Consequences to Teach Responsibility
Using Logical Consequences Versus Punishment
Developing a Pool of Consequences for Selective Use in the Classroom
Consequences for More Serious Infractions: The Intensive Care Unit (ICU)
Using ICU Effectively
Behavior Improvement Agreements (BIAs)
The DRC′s Supervisory Process
A Sample of Grade-Specific Consequences
Group Activities
Looking Ahead
Resource A: The RCMPlan Principal?s Guide
Resource B: The RCMPlan? Toolbox
References
Index
About the author
Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.
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