I have read the book Choice Theory in the Classroom for my elementary education graduate program. I have to give a synopsis of the book & am having a heck of a time narrowing down what to say. I have, so far, included the basic needs, self evaluation, & the four total behaviors, but I am stuck. I find that Glasser rather "talks in circles" & I find my head spinning trying to summaraize this book. Can anyone help me with picking out the main points or even thinking up ways to incorporate his ideas in the classroom?

Thanks in advance!

-- Tanya (Frozencharlotte4@aol.com), April 15, 2002

Answers

After reviewing this book I find myself asking same questions. I'm relived to find out that I'm not alone! Do you have any advice / suggestions for someone who is experiencing the same roadblocks?

Thank you Geoffrey Kinowski

-- Geoffrey Kinowksi (Kinowskig@wis-pak.com), July 22, 2002.

The simplest and most basic step forward is to try to remove ONE element of coercion from your classroom. Pick one thing that you normally MAKE them do and see if you can organise it that they arrange, plan and do it themselves.

-- Ken Lyons (kenlyon@gofree.indigio.ie), July 26, 2002.

As a social skills teacher, I am in the process, as it is a new year, of beginning instruction via Choice Theory. Initially, I introduce Choice Theory and Dr. Glasser. Secondly, I indicate that Dr. Glasser indicates that, when we choose to be in control, we choose our behaviors and our consequences. I use an analogy showing control of choosing either a one-seater go-cart or a two-seater go-cart. After some discussion, most agree that they would rather have the one-seater, because they would be allowed to drive. Aha! Driving allows control (I will return to this analogy when we study Total Behavior using the B-car.)

This morning, I used a transparency allowing me to list behaviors and consequences. I wrote the consequences of "Good grades." I then posed the situation, "If you were choosing this consequence, what behaviors would you also be choosing?" They were able to list behaviors such as, listening, helping others, following rules, respecting others, doing homework, paying attention, and the Golden Rule. I then indicated that there were probably students in the room who wanted "Good grades," but who were not choosing matching behaviors; meaning wishing for good grades, but doing nothing to allow it to come to fruition. (Choosing to not drive or be in control.) Howerver, I also indicated that if there was someone in the classroom who wanted "Good grades" instead of the ones they are now getting, they merely would have to choose two of the aforementioned behaviors this quarter, then two others next quarter, until they do have those wanted "Good grades." Behaviors (Total behaviors) result in matching, corresponding consequences Quality World).

One is in control when they are choosing appropriate behaviors to get what they want. Or choosing to adjust their behaviors when their current ones are ineffective. HEY, I GOTTA GO BACK TO WORK.

-- Ted Donato (tdonato@toppenish.wednet.edu), September 17, 2002.

I hear your frustration with understanding CT. It is hard to put together all the ideas with just one book. I am almost certified in it and i read that book. You should probably pick up another book to understand CT and RT and how they work together. Until you have a basic intensive week in it, it will always seem sketchy. you can find more about the trainings at the william glasser site. dont feel alone if youve never had formal training. if you have specific q's on certian topics or how things go together just ask.

-- mike oconer (decali@aol.com), November 27, 2002.