| Frequently
Asked Questions |
|
| In what situation could the TLS program be implemented? | Currently, the TLS can be implemented form Grades K - 9. While forms within the Trust Level System Manual accommodate primary, intermediate and junior high classrooms, it can also be adapted to any teacher's philosophy of discipline. The TLS can address minor classroom disruptions to student behaviour requiring administrative intervention, from situations happening in your classroom to other areas in your school. |
| If you have the manual, do you need anything else to implement this program? | All
forms that are necessary to implement the TLS are found in the manual.
While there are suggestions and theories that accommodate the implementation
of the method itself, teachers are urged to reflect on what kind of classroom
they envision when implementing the TLS - a traditional-oriented or constructivist-oriented
classroom. |
| When you develop this program, what theory or belief did you base it on? | The
theory of restitution as presented by Diane Gossen played a large part
in framing the constructivist views of the TLS. However, each philosophy
had its drawbacks and I have tried to address the deficiencies associated
with hierarchical discipline systems and discipline strategies only focusing
on doing things to students rather than working with them. |
| Does it involve a lot of paper work and planning? | Initially,
teachers must become familiar with and practice the TLS process. A simple
flowchart outlining the process is provided in the TLS Manual. While there
are forms to complete, in order to document incidences and find patterns
of misbehaviour, these are done with relative ease. |
| What incentives are used in this program? | The
primary goal for students in classrooms using the TLS is to be in Trust
Level 1. When teachers properly introduce their ideas as to what constitutes
a trusting relationship between teacher and students to the class, a teacher
is not only expressing his/her values – important for all students
to know – but also what they need to do in order to reach Trust
Level 1. There are no rewards to be handed out, simply allowing students
the freedoms and privileges that coincide with being a trustworthy person,
ie. being able to go to the library, hallway, or computer lab without
adult supervision, has been enough to satisfy most students. My experience
has been that students feel pride in knowing they are trusted (intrinsic),
while others learn the advantages of being trusted (extrinsic). |
| Does the program focus on just getting rid of problem behaviour? | While
maintaining a safe, effective teaching/learning environment is a priority,
the Trust Level System also focuses on preserving trusting relationships
between teachers and students. It allows teachers to use restitution to
help students examine their own beliefs and how their actions or behaviours
complement or contradict these beliefs. The TLS provides students with
opportunities to make meaningful changes to their behavour while simultaneously
maintaining their dignity. The most time-consuming, but also most important
and rewarding, portion of the TLS process is re-establishing the teacher/student
relationship after a behaviour intervention has occurred. |
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