Takeaways from Oregon
Livingstone Adventist Academy in Salem, Oregon, asked me to return this past week and lead out in a follow-up Choice Theory in-service, this time with a desire to focus on application of the ideas. The staff from McMinnville Adventist School joined us as well for the two-day in-service. As I reflect on the topics we covered, the activities we experienced, and the interactions I had with these talented and committed educators, these are the takeaways I have identified so far –
Choice Theory Principles Are Powerful
This may seem to obvious to mention, but I am going to say it anyway. The ideas and principles of Choice Theory really are life-changing. I can see it in the way participants are affected at certain moments during the in-service; I can hear it in their comments as they process how their own relationships are going or how their classrooms are functioning. There is truth in the ideas of Choice Theory and people relate to the ideas at a very deep personal level.
Role Play Reveals the Challenge of Applying Choice Theory
Glasser used to say that Choice Theory is easy to understand, but hard to do. Most of the difficulty, I think, in applying Choice Theory has to do with the length of time we have been marinating in external control, either with external control being used on us or with us using external control on others. Being involved in role play, where participants work through common personal or classroom challenges, shows how challenging it can be to come up with the right question at the right moment. Learning about problem-solving conferencing is about learning to help another person effectively self-evaluate; it’s about helping another person identify insights and make a success plan. Rather than telling and giving advice, it’s about listening and asking the “artful question.” Oh, and by the way, as nice as this may sound, it is hard to do. For some reason we tend to be “better” at telling and giving advice. Fortunately, role play is fun, which keeps us wading back in for more insight and experience.
Students Need To Be Taught Choice Theory, Not Just To Have Choice Theory Used On Them
As teachers (and parents) we can’t delay on this. Few of us feel like Choice Theory experts, but remember that “He who does the teaching does the learning.” We give our students and children a great gift when we teach them about the Basic Needs or about their Quality World. Sonya Reaves recent post about how she taught her students about Total Behavior really underscores this point. Remember to review past Better Plan posts for more ideas. Here are some quick links to get you going.
Parent Night Was a Success
The in-service took place on Wednesday and Thursday, with a Choice Theory for Parents scheduled on Wednesday evening. The goal going in was to introduce Choice Theory to parents who may be interested in the direction the school was headed. School board members were also invited. The outline for the evening was simple. I talked about the idea of external control and the way it shows up in our lives, personally, professionally, and politically. I talked about how external control is very much a part of traditional schooling strategies, where teachers are very much focused on control and compliance. We then shifted to the idea that people were created for internal control and free will, not to be controlled by someone else. As the outline reminds us, we each behave for reasons that are entirely personal. The goal of schools, then, is to come into alignment with this internal control design and tap into the power that comes out of internal motivation. The Basic Needs provide an excellent springboard from which to consider student needs and the ways in which schools can intentionally become need-satisfying places. (If you have forgotten what BIRG stands for check out this link – Why Fulfill Your Own Dreams, When Your Kids Can Do It For You? )
Follow-Up Is Needed
This is true whenever systemic change is the goal. This follow-up is really about on-going support. Choice Theory ideas are strong, but we live in an external control world and without some kind of on-going support we tend to revert to what we know, what we have experienced the most. The follow-up doesn’t necessarily have to include me. The key is that there needs to be a local “keeper of the flame,” a local person who keeps the Choice Theory dialogue going and who provides moments for practice and reflection. Positive change is enhanced when there is a plan. I believe these factors are coming into place at Livingstone. I am excited for their future!
I was touched when, at the close of the in-service, the group presented me with the book, The Anatomy of Peace: Resolving the Heart of Conflict, by The Arbinger Instutute. Several of them explained how the message of the book is so complimentary to the message of Choice Theory, and that they thought I might like it. I am almost halfway through the book and I can already say how obvious the connection is between the two. I can very much recommend it to my Choice Theory colleagues spread around the world. It is striking how effective practices can be arrived at by different people or groups working independently of one another. As you may recall, I felt that way after reading Drive, by Daniel Pink. I am thankful whenever I see others proclaiming the message of internal control. (And for the personal messages that were written on the inside cover of the book from each of the in-service participants – Thank You! I treasure what you shared.)
I become an agent of change only to the degree that I begin to live
to help things go right rather than simply to
correct things that are going wrong.
from the The Anatomy of Peace