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Logical Consequences from God’s Perspective “How much better to get wisdom than gold, to choose understanding rather than silver!” Proverbs 16: 16 (NIV)

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Presentation on theme: "Logical Consequences from God’s Perspective “How much better to get wisdom than gold, to choose understanding rather than silver!” Proverbs 16: 16 (NIV)"— Presentation transcript:

1 Logical Consequences from God’s Perspective “How much better to get wisdom than gold, to choose understanding rather than silver!” Proverbs 16: 16 (NIV)

2 LOGICAL CONSEQUENCES A Journey To Self-Discipline Taken from Discipline with Love and Logic by Jim Fay and Foster Cline MD and Responsive Classroom Northeast Foundation for Children Inc.

3 Goals To help students think and become responsible for their own choices Demonstrate a belief in the student’s value as a human being and one of God’s children Operate the classroom and the school like a real world environment

4 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?

5 Moral Development Read Kohlberg’s Stages of Moral Development (p. 108) Where do the adolescent students you teach fit in this continuum?

6 Approaches to Discipline AUTOCRATICPERMISSIVEBALANCED Goals: Obedience Compliance 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

7 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

8 Re-modeling: See pg. 110 Classroom Routines Learning Habits When?

9 Logical Consequences Presenter: Sharon Coldren

10 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

11 Triad Interaction For the next slide: Form Table Triads or Quads Discuss differences with your Table Triads How does this square with your philosophy of classroom management?How does this square with your philosophy of classroom management?

12 Logical ConsequencesPunishment 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 solution Child has the opportunity to develop a new plan for reacting or acting Child pays for the past deed Child does his/her own judgingAdult 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 friendlyAdult often displays anger Child 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

13 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

14 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

15 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

16 Teach Logical Consequences Ways to learn what bothers others: Listen to what others say Observe silently When in doubt, ask

17 How Logical Consequences Help Us Teach importance of rules Allow individuals to fix problems caused by a mistake Allow individuals to make amends and keep relationships Help individuals avoid similar problems in the future They look respectful

18 3 Types of Logical Consequences  Reparation/ Restitution You break it – you fix it! Apology of Action  Loss of Privilege  TAB/ TAB Out & Back

19 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

20 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.

21 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

22 Restoration/Restitution: Apology of Action Additional 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

23 Restoration/Restitution: Apology of Action Additional things to teach How to facilitate using apology of action How to choose reparative action

24 Three Types of Logical Consequences…. #2 2. Loss of Privilege Temporary removal from something they like

25 #2 – Loss of Privilege  Demands accountability & responsibility  “If you are not responsible, you lose the privilege.”  Consequence directly tied to action/ behavior

26 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

27 #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

28 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….

29 Re-establishing Self-Control Expert 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

30 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….

31 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.

32 Problem-Solving Scenarios Think of a problem student whose behavior was resistant to change Individually: Use the Problem Solving Guiding Questions to develop a plan that might work to move the student towards more responsible behavior. (Handout) Present your scenario within your table triads/quads….Get feedback from your peers

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