1. Choose to learn those ideas that fit your personality. 2. Choose to learn those ideas that don’t conflict with your beliefs and values. 3. Choose to practice those strategies that don’t make you feel phony. 4. Choose to work on one strategy or technique at a time--give yourself time to practice it until it begins to feel comfortable. Hints to Avoid Discouragement While Learning about Love & Logic

Research shows that a school environment in which students do not have fear of humiliation or out-of-control classmates leads to increased student achievement. Research also shows that the number one indicator of student success is the perception that child has that his/her teacher likes him/her. So, we need So, we need to help them feel connected and capable. Why is it important to use a positive, relationship-building class management plan?

1. Adults set firm limits in caring ways without anger, lecture, or threats. 2. When a child causes a problem, the adult hands it back in caring ways. Two Rules of Love & Logic

A. Classroom plan: Please don’t make a problem for others. If you make a problem, I will do something. NOTE: Don’t post consequences…every child is unique and every disruption* is different… approach the intervention and consequence with this in mind. Setting limits without anger, lecture, or threats

1. Attention--Look at me! We need to create as little a disturbance as possible. 2. Power--Let’s Fight! 3. Revenge--I’ll get even! We need to diffuse the situation. 4. Avoidance of Failure--Leave me alone! We need to build confidence & encourage successes In ALL cases, we need to GET BACK TO TEACHING as soon as possible. *4 Reasons for Misbehavior

B. Enforcing the classroom plan by… Going brain dead: When student says something to frustrate you, Step One: Do not think about what the child is saying. Step Two: Softly repeat a one-liner.

Using enforceable “I will” messages: The quickest way to erode your own authority in the classroom is by making threats. Wise teachers never tell kids what to do. Instead, they tell them what she will do. I will messages that maintain authority (enforceable statements). -Examples -Practice

Students number off in their team. Teacher poses a question. Students discuss the question. Teacher calls a student number & a team number. The student shares what his or her team discussed. Numbered Heads Together Teaching Strategy

Prompt 1 Unenforceable: Hand your papers in on time. Enforceable:____________

Prompt 2 Unenforceable: Treat each other with respect. Enforceable:____________

Prompt 3 Unenforceable: Keep your hands to yourself. Enforceable:____________

Avoiding Warnings: What happens when we give warnings and advance notice of consequences? Kids will test to see if we can really do what we warn. Kids find creative ways of breaking rules so the consequence no longer fits. Kids play “brain drain” arguing with us about the consequences. Teachers are forced to follow a predetermined plan even when it doesn’t really apply to a unique student or situations. Kids begin to rely on our warnings instead of learning self-control. When using warnings, a teacher may have to deal with up to 90 class disruptions before he or she can deliver a consequence.

Using preventative intervention strategies: Use interventions when... you can tell that a student is just about to misbehave but hasn’t yet. the misbehavior is relatively minor yet distracting the misbehavior is not chronic and the student is basically responsible. you need to put a quick stop to the behavior so you can continue teaching. Quick & easy interventions -Examples -Practice

More quick intervention strategies:

Act-it-Out Students are given role cards with directions for acting out a concept. Other students can serve as the audience or can participate by trying to guess what the “actor” is acting out. Teaching Strategy

Handing the problem back in a caring way. Avoid getting sucked into problems that should be solved by your students. The students should be thinking harder about discipline than you do! A. Help students own and solve their own problems. 5 Steps Step #1: Provide a strong dose of empathy. Step #2: Hand the problem back in a caring way. Step #3: Ask permission to share some solutions and provide choices. Step #4: Help the student evaluate the potential consequences of each choice. Step #5: Allow the student to either solve the problem or not solve the problem.

Turn to Your Neighbor Turn to your shoulder partner and share your answers to the question. Check to see if your answers are similar. If not, discuss how/why they are different. Teaching Strategy

B. Giving choices with limits Control is a basic emotional need. When we lose control, we become irritable, angry, stressed-out, physically and emotionally ill, and we have trouble concentrating or learning. Research and experience shows: learning cannot be performed while an individual is focused on fulfilling the control need. When control is shared, humans are happier, more cooperative, and healthier. Small and frequent doses of control are more effective than large, infrequent ones.

Appropriate choices gives students a sense of control. 1. Choices should not be threats in disguise. 2. Only give choices that won’t make a problem for you. 3. Give your students small choices, save the big ones for yourself. 4. If your students don’t make a choice within 10 seconds, choose for them. 5. Offer choices before your students become resistant...not after.

Think-Pair-Square Problem is posed. Students think alone about the question for a specified amount of time. Form pairs to discuss the question. Turn to another pair of students. Students are then called upon to share the answer with their team of four. Teaching Strategy

C. Using delayed, logical consequences Immediate v. delayed consequences: -Immediate consequences work really well for rats, pigeons, mice, and monkeys. In real-world classrooms, they typically create more problems than they solve. We are forced to react while we are too upset to think well. Also, we don’t have time to put together a plan and a support team to help us carry it out, and as a result, we often end up making threats we can’t back up. -Delayed consequences give the teacher time to think rationally and gather support AND it forces the student to think about the possible consequences he/she will face. “Oh, no. This is sad. I’m going to have to do something about this! But not now…I’m busy teaching…so I’ll do it later…try not to worry about it between now and then.”

Logical consequences v. punishment: Logical consequences are administered when… -a student’s behavior has created a major problem for others. -the misbehavior is small yet chronic.

Inside-Outside Circle Students stand in concentric circles, with the inside circle facing out and the outside circle facing in. Teacher asks a question. Students take turns responding. Teacher rotates circles after every question. Teaching Strategy

Question 1 What is a logical consequence for a child who defaces a desk with graffiti?

Question 2 What is a logical consequence for a student who tattles all the time?

Question 3 What is a logical consequence for a child who gets out of his seat constantly throughout a lesson?

5 Steps to administering the delayed, logical consequence: Step 1: Delay the consequence. Step 2: Make a plan with help from others. Step 3: Follow the steps for guiding kids to solve their own problems. Step 4: Deliver a logical consequence if the child doesn’t solve the problem.

After using intervention strategies, the teacher then offers “support’ to keep misbehavior from reoccurring. Encouragement is the most powerful motivator for change. Encouragement v. Praise -Examples -Practice Support

Rally Coach Each partner pair gets a set of questions. Student A reads the question out loud to student B. Student B thinks out loud as s/he answers the question. (You may want students to record their answers.) Partners take turns asking and answering each question. Teaching Strategy

ABC Summary At the end of an explanation or demonstration, give each student a different letter of the alphabet & ask them to think of one word or phrase beginning with that letter that is connected to the topic. Use the responses for a whole class discussion review or as a lead-in to a writing assignment. Teaching Strategy