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Australian Teachers Talk about RTP
Lyal - Year 5 Teacher
The only times you have to raise your
voice to students is when you've forgotten to use RTP.
Teachers no longer have to put up with students who want to
disrupt the class.
Debbie - Year 7 Teacher
RTP has allowed me to really enjoy
teaching. The process eliminates stressful confrontations
with difficult students, allowing teaching and learning to
continue with minimal interruption.
Charlotte - LOTE (Language Other Than English -
German) Teacher
I am very happy that we have RTP at
this school and I like it very much - that students think
about their future behaviour and negotiate it with me before
they go back to our LOTE lessons. It is very important to
talk to each other while being out of the classroom noise.
The meaning of RTP for the students becomes much stronger
this way and for me it helps to build up a positive
relationship with the kids. (Students' plans are negotiated
in the RTC at break times before they re-enter LOTE
lessons.)
Kathy - Year 1 Teacher
It's challenging but rewarding. RTP
has no favourites - fair to all participants. Teaching and
learning are the goals. It's an ongoing thinking process for
everyone - students and teachers. You have to be very
committed and look beyond the incident/day.
Donna - Year 2 Teacher
RTP allows me to teach without the
stress of behaviour management. RTP keeps me focused on
building relationships with children.
Trixie - Year 4 Teacher
As a graduate teacher, I have found
RTP a wonderful support structure. I feel that teaching
children to be responsible for their actions is a vital
strategy to aid them on their daily behaviour. Students
quickly come to realise how their behaviour affects the
class as a whole as well as how it interrupts teaching time.
It is good to be able to discuss the children's plans with
them and support them as they follow through with them.
Cathy - Year 6 Teacher
The RTP has allowed me to make relationships with students
who were not initially permitting me to do so. Through their
inappropriate behaviours and shutting out of adults, for
whatever reasons, the questioning process and conferencing
on return to class, have allowed me to have an insight into
why the disruptive behaviours were occurring and to be 'let
in' to their world as they see it. Through the constant
questioning process, students begin to reflect rather than
to argue and react inappropriately to situations they can't
control which may be affecting them. The students are fully
supported and respected and it is wonderful to see the
change in students who were so disrespectful and disruptive;
to move forward and to see their confidence grow; to attempt
things they wouldn't have and to be considerate of others.
As proven with some children I have taught, it can take a
long, long time but it is worth the journey with them and to
see their prior behaviours become a rarity rather than the
norm, as a result of RTP.
Elizabeth - Substitute Teacher
Coming into a RTP school after working in various private
care and educational facilities was a revelation! A
revelation in terms of giving children, teachers and the
whole class a chance to collectively draw their breath and
recognise, analyse and work through behaviour concerns and
the reasons for them.
As a supply teacher who has had experience in different
schools - some who are using RTP and some who are still
learning to use it, I have found RTP to be of immense help.
As a supply teacher, one of the best functions for me is the
trail of documentation that RTP generates. This way, an
absent teacher can clearly track students' behaviour later
and if any concerns arise, the incident has been documented
for all - teacher, parents and child.
Amanda - Substitute Teacher
As a supply and contract teacher, I prefer to work at this
school because of the Responsible Thinking Process in place.
It is common knowledge that students display difficult
behaviour for a supply teacher. The RTP allows me to enter a
classroom knowing the students are aware that poor behaviour
is not acceptable and they will leave the room if the
behaviour continues. The RTP allows me to feel confident
that I can enter a classroom and do what I am being paid for
- "to teach".
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