Dr Ragnar is the author of Responsibility Theory® which focuses on the use of relevant neuroeducation principles and practices to support and advance the academic and social learning of students. Ragnar is also the initiator of NeuroNumeracy®, which is an intensive self-motivating neuroscience brain based numeracy learning program for children. The purpose of which is to not only enhance the skills, knowledge and understanding of the four operations in mathematics, but to also help the children advance in their emotional intelligence, self-efficacy and self-esteem.
Day 2 @ 14:00
05 | BREAKOUT: Unleash the power of Responsibility Theory
Responsibility Theory is a new consideration in personal and classroom behaviour management. Responsibility Theory has two broad social goals. The first is the personal application of the principles and practice of Responsibility Theory. The goal here is to inform the individual that through the application of their own contemplative intellectual analysis, and allied reflexive utilisation of the working language of the ten Responsibility Theory precepts, that this deliberate conscious and intentional intellectual engagement (along with the ten precepts), will hopefully assist the individual to develop and successfully apply their personal self-empowering possibilities.
The expectation is that these insights and personal precept directed affirmations may then lead to a situation in which the individual will generate informed, insightful, responsible decisions and behaviours, which will lead to enduring and life-affirming positive decisions being made. The second goal of Responsibility Theory is to achieve enduring, constructive classroom-centred academic, behavioural, personal, social and pedagogical outcomes. The intent here is to also inform, and to equally empower the teacher and the student (about their intrinsic and extrinsic power potential), and, at the same time, to also inform both teacher and student, about their personal responsibilities.
The method by which this informing of personal responsibility occurs is, in the first instance, to encourage both teacher and student to analyse, with deliberate mindful intent, the ten Responsibility Theory precepts. Immediately following on from there, the aim is to then consciously apply these precepts in a manner that leads to positive insightful self-realisation. This personal self-realisation should inform the individual that having a good attitude, the pursuit of knowledge, the presentation of positive behaviours, remaining respectful, being self-motivated, learning, and initiating affirmative choices at school (or anywhere else), is the personal responsibility of the student and not the teacher, or, for that matter, anyone else.