Post on 23-Feb-2016
description
Logical Consequences from God’s Perspective
“How much better to get wisdom than gold,
to choose understanding rather
than silver!”Proverbs 16: 16 (NIV)
LOGICAL CONSEQUENCES
A Journey To Self-DisciplineTaken from Discipline with Love and Logic by Jim Fay and Foster
Cline MDand Responsive Classroom Northeast Foundation for Children Inc.
GoalsTo help students think and become responsible for their own choicesDemonstrate a belief in the student’s value as a human being and one of God’s childrenOperate the classroom and the school like a real world environment
Effective Discipline…
• The best discipline is part of an overall plan for the development of student self-control.
• Read the statement on p. 107 & highlight key concepts that are the foundation pieces for the Developmental Designs approach to discipline.
• Discuss its meaning at your table groups• How does this relate to external control
and Choice Theory?
Moral Development
• Read Kohlberg’s Stages of Moral Development (p. 108)
• Where do the adolescent students you teach fit in this continuum?
Approaches to DisciplineAUTOCRATIC PERMISSIVE BALANCED
Goals: ObedienceCompliance
Happy, cooperative kids
No conflict w/ adults
Self-Governance
Characteristics:
• External control• Arbitrary Punishment
& Rewards used to control
• Rule following through intimidation
•Students have control• Excessive persuasion• Cooperation & self-control unpredictable
• Balance between adult / student power• Reasoning/internal
control•Relationship-building•Focus on Self-control
& responsibility• High accountability
Outcomes:
• Anger & resentment•Obedience out of fear
• Rebellion• Intimidation
• Suppression of self
• Inconsistent rule- following
• Frequent testing of limits
•Chaos, confusion, loss of safety
• Positive, trusting relationships• Internalized
social skills & self-control
• Sense of personal power
Beliefs: Kids don’t know how to behave & must be
forced into submission to adult authority
• Kids have tools to behave on their own• Kids are little adults
w/ same rights/privileges
• Kids can learn• Kids want to be
capable/ successful
• Can learn w/ tools
Class vs. Individual Intervention
• Use class-wide approach when more than 3-4 students display same problem behaviors
• Use individual intervention when 1-2 students display problem behavior
• Class-wide approaches:• Remodel/ Practice• Advisory
Re-modeling:
• See pg. 110• Classroom Routines• Learning Habits• When?
Logical
Consequences
Presenter:Sharon Coldren
Characteristics of Logical
Consequences Respectful of children Focus on behavior, not the person Teacher’s voice & tone communicate
respect Relevant: helps practice appropriate
behavior Consequence is directly related to
actions Realistic: set reasonable goals Address actions & words, not thoughts &
feelings
Triad InteractionFor the next slide:• Form Table Triads or Quads• Discuss differences with your Table
Triads• How does this square with your
philosophy of classroom management?
Logical Consequences Punishment
Opportunity to be involved in decision making Adult makes the decision
Helps children recognize the effects of their actions & develop
internal controls.
Demands compliance through external control that produces shame & makes child
feel badly
Child has no opportunity to displace his/her anger or hurting
Provides for an opportunity for the child to be angry and resentful rather than work
toward a solutionChild has the opportunity to
develop a new plan for reacting or acting
Child pays for the past deed
Child does his/her own judging Adult is the judge
Child sees adult modeling problem solving techniques
Child feels the imposition of power and learns to use power to control others
Adult voice is helpful and friendly Adult often displays angerChild learns about the real world of consequences & internal control.
Encourages responsibility for their own actions
Child learns about and feels the imposition of power & external control…Encourages
evasion & future deception
Teach Logical Consequences
• Acknowledge student’s positive actions
• Teach children to take responsibility for their actions
• Hold the student accountable with empathy
• Entrust student with righting the wrong
Teach Logical Consequences
• Begin with the discussion of why people break the rules: They are hard to follow due to lack
of self-control A tendency to be self-centered Considering only personal need
without regarding needs of others Think rules are for other people
Teach Logical Consequences
Continue with a discussion of what the rules really mean: They are a part of respecting
people Realize that what feels good to me
may not feel good to others Try using what offends others
rather than me as the standard
Teach Logical Consequences
• Ways to learn what bothers others: Listen to what others say Observe silently When in doubt, ask
3 Types of Logical Consequences
Reparation/ Restitution• You break it – you fix it!• Apology of Action
Loss of Privilege TAB/ TAB Out & Back
Three Types of Logical Consequences…. #1
1. You break it you fix it….Apology of Action Helps students see effects of
mistakes Helps students express feelings
when hurt Helps repair relationships
Three Types of Logical Consequences…. #1
1. Apology of Action (cont’d) Helps maintain a friendly learning
environment Teaches restorative justice: The
perception of self having the power to repair injustices
Delayed Consequence: I need to reflect on this a bit. You reflect on it, too. Think what you can do to fix the wrong.
Three Types of Logical Consequences….#1
Introducing Apology of Action Divide students into pairs Each partner comes up with
one or two situations where someone might feel hurt and writes it on an index card
Share situations with partner Construct a list of actions to fix
the hurt feelings
Restoration/Restitution:
Apology of ActionAdditional things to teach Constructive ways to express
feelings How to hold constructive
conversations about their hurts
How to use I-messages: I think/feel and name a specific behavior
Restoration/Restitution:
Apology of ActionAdditional things to teach How to facilitate using apology
of action How to choose reparative
action
Three Types of Logical Consequences…. #2
2. Loss of Privilege Temporary
removal from something they like
#2 – Loss of Privilege
Demands accountability & responsibility
“If you are not responsible, you lose the privilege.”
Consequence directly tied to action/ behavior
Three Types of Logical Consequences…#3
• TAB - Take A Break Explain why it’s necessary.
Everybody needs it at some point.
Not a punishment, but to regain control
Model Use for minor infractions
#3- TAB Procedures Use first time after redirecting for
low-incidence behaviors Use as necessary to help children
regain self-control Explain “not a punishment”…
everyone will need it at some point or another
Does not work for some students
Children who experience logical consequences are automatically in the problem-solving and decision-making process. They learn they are capable of making decisions, and thus, see themselves as worthwhile people.Children who experience logical consequences learn they are in charge of their own destinies. Good decisions leave us feeling good. Poor decisions leave us hurting.
In Summary….
Re-establishing Self-ControlExpert Jigsaw
1. Pathways to Self-Control: p. 111-116
2. Notice & Redirect Behavior: p. 117-119
3. TAB: p. 120-124
4. TAB Out & Back: p. 125-127
5. Problem-solving: p. 128-131
6. Quick Conference/ Return & Repair: p. 132-135
7. Summary: 136-137
God does not force us to follow Him. He respects our freedom, our character, and our individuality. He gives us information of what is best for us through His word and gives us a choice. Then HE allows us to experience the blessing or hurt from that choice and always welcomes us back with rejoicing. Can we do any less with the children under our care?
In Summary….
Your Turn! Let’s Role Play!1. Divide into Triad Groups
2. Think of a student in your classroom who displayed negative, rule-breaking behavior…..Be ready to role play that student!
3. In your triads, take turns playing the roles of the student, the teacher, and the observer. Rotate the roles so everyone gets a chance to play each role.
4. Before starting the role play, describe the problem behavior to the group.
5. Teacher needs to be ready to use the Teacher Language and Logical Consequence appropriate for the problem situation.