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.