At School we promote self-evaluation practices with the purpose of helping students, teachers, and directors to be in more effective control of their desired images. As William Glasser mentions in the Choice Theory Brain Chart: “all any living creature can do is behave and all behaviors are total. All behaviors are internally motivated, purposeful, flexible and creative. In our constant attempt to gain more effective control, we, as control systems, behave in the world to get the picture that we want at the timeâ€.
Keep in mind that Self-evaluation practices are part of our third pillar:
Internal Responsibility towards Happiness and Success
Teachers, administrators, parents, and students use Choice Theory in their daily lives and apply professional self-evaluation methods that include the needs and wants of relevant others.Â
In this edition of the Thursday Times, we want to share with our community one of the methodologies we use to clarify our desired picture and make sure we have an effective plan to achieve it. Robert Wubbolding (1986) designed a procedure to facilitate a shift towards a theory of internal control. This author, in his cycle to lead and guide, establishes four phases: Wants, Actions, Evaluation & Plan, which at Rochester School is known as WDEP.
During the first stage, the people involved explore their quality pictures, needs and perceptions. In addition, they set up a commitment to achieve more effective behaviors. With respect to the second phase, students analyze the “doing” of the current behavior. Subsequently, in the evaluation stage, people assess whether these behaviors are helping them achieve what they want, and in the last phase, a plan is established, which is Simple, Attainable, Measurable, Immediate-Involved, Controlled by the planner, Consistent and Committed to (SAMIC).
Below you’ll find a diagram that represents graphically what has been stated and that could help students to carry out their self-evaluation at any point of their learning process.
Resumen: en nuestro Colegio favorecemos prácticas de autoevaluación con el propósito de ayudar a los estudiantes, maestros y directivos a tener un control más efectivo de sus imágenes deseadas. De acuerdo con William Glasser, todo lo que hacemos es comportarnos con el propósito de lograr nuestra imagen de calidad en ese momento. Robert Wubbolding (1986), con base en las ideas de la TeorÃ
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