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Love and Logic Chapter Fourteen
Transcript of Love and Logic Chapter Fourteen
EX. be on time, no running, no gum chewing Rule Development looks like
follows a pattern
staff comes together and develops set rules
after deciding on rules they "lay out the punishments" and form a list of punishments to be used and how to use them. Who Is Doing All the Work? The Teacher! The teacher is responsible for giving punishment and enforcing the punishment.
Example: Teachers take turns running detention. If a students is missing from detention, the teacher must go to the office, look up the student's regulation form, find phone numbers, and call the parents. The Principles Approach Agreeing to a set of beliefs that are turned into Principles (Love and Logic way)
Rules are established but with the idea of how will staff behave not how will students behave
Development of Principles looks like:
Set of beliefs about purpose in working with students are established with staff
Once core set of beliefs is established they are turned into "Principles"
Each teacher completes their list of principles by picking four to six that they want to adopt
Teachers complete their list and then divide into small groups
Once general consensus is reached these principles become the school culture What are the kids thinking while they are sitting there?
I need to drive this teacher crazy! Principles Approach to Tardiness Does it seem to you that the same kids come, day in, day out, year in, year out, to these detentions?
There are the occasional new student in detention, but for the most part it is the same kids over and over again. How can I get students to want to come to class?
Make students feel welcome
Act in accordance with your beliefs
Be patient for change in behaviors Systems are Difficult to Maintain There are always teachers who do not follow the plan. As a result, the rest of the teachers usually demand more rules and more punishments to fix discipline.
Example: "No Gum" Systems of Punishment "When the kids follow the rules, we should reward them." Systems of Reward Examples? "Self Manager" checks Also very difficult to get all teachers to follow.
Wyoming Junior High: "Got Ya" Cards What are Common Misbehaviors? Common Misbehaviors and How We Handle Them "Children don't misbehave, they just behave to get their needs met"- Dr. Thomas Gordon The issue with handling common misbehaviors is that the consequences are often external and core beliefs are ignored. It has been my experience that most schools in this country do select core beliefs based on empowering kids to develop an internalized sense of control. Yet, at the same time, our schools react to kids' behavior using external controls-rewards and punishments. Prevention and Intervention Strategies must be taught to internalize a sense of responsibility in the students Internalizing Responsibility 1.I will give some control in order to retain some control. Guidelines for Human conduct in the School 2. I'm going to share the thinking that's necessary. At the end of the day, I want the student going home exhausted from thinking instead of me. 3. I'm going to let empathy and logical consequences do the teaching. INstead of anger, shame, blame, and guilt. Ever time I interact with a student, to the best of my ability....... "Consistency comes, not from trying to force everybody to do the same thing at the same time- but by living by a set of core beliefs" Beliefs are Stronger than Systems
Every teacher has different views on discipline, hard to implement a system uniformly school wide
Old Systems Die Hard
Systems grow with new punishments and rewards
Those who need to change, don't
Systems are based on external control
"A kid will behave only as long as the threat of punishment is severe enough, or the anticipation of reward is great enough."
REWARD AND PUNISHMENT IS ALMOST ALWAYS TEMPORARY!! Empathy and Options Comparing a Systems Classroom and a Principles Classroom Implementing Change Change is always slow Slow for the School Slow for the Individual Teacher
You will always go back to old ways of doing things, but if you stick with it you will eventually fully implement new principles Guidelines for Changing Your Behavior Keeping The Process Alive The first three years have a heavy focus on staff development.
Every one to two weeks part of the faculty meeting is devoted to learning Love and Logic. Follow Up Conversations In faculty meetings staff talks together to reflect on how things are going. Staff asks questions such as:
What went wrong?
What did you try that didn't go well?
What do you think we need to work on next week?
In order for learning to take place, the faculty meetings must have an environment where it is okay to take risks and not have them go well. Group Teaching Maintaining and servicing these new Love and Logic skills can be done in two ways.
Big time speakers to refocus and re-excite teachers. .
Love and Logic tapes taught monthly among the teachers .
Teachers form small groups and each group teaches the tape to the rest of the staff. *you never truly learn something until you have taught it to someone else.*
This provides staff an opportunity for group discussions, skill experimentation, and examples of specific solutions and interventions. Love and Logic Pearl
"You are either doing it the Love and Logic way or the reward and punishment way."
Love and logic, Page 273 Implementation of Love and Logic training is most successful when...(handout) This model was created by many principals over the years who have been dedicated to long-term change in their schools.
It can be very helpful to train parents in Love and Logic. This can help parents to:
relate to teachers in a more positive way.
become more positive supporters of teachers in the building. Love and Logic Newsletters One method for teaching parents about Love and Logic is to send home weekly newsletters with a Love and Logic section.
Each week the sections would focus on one Love and Logic Skill.
This skill becomes the focus of conversation of the weekly faculty meeting. Pearls of Wisdom Posters Some schools like to make posters using the Love and Logic pearls of wisdom. Posters are:
Hung around the school
Hung around the rooms
Added into faculty bulletins
Added into parent newsletters " Unless there is constant attention to training and retraining, unless there is a feeling in the school building of support for people who are trying new skills,there probably will not be implementation of those new skills."
Love and Logic, Page 278 Becoming a Love and Logic School Involves: Making a plan
Following the plan
Paying constant attention to the process
Understanding that change happens only over time "Expecting a staff to work from a system-step one, step two, step three, step four- results in chaos, frustration, and confusion. Getting a staff to work from a common set of beliefs and principles results in consistency and harmony."
Love and Logic Pages 265-266 "It takes a long time to bring about internalized behavior change. Be patient with yourself and be patient with the kids." 4. Practice New Skills One at a Time In order to develop your skills as a professional educator, it is important to get feedback not only from peers but from students as well. 1. Get Feedback What are some ways to get feedback in the classroom?
What benefits are there to involving your students in your professional development? Have you seen this in your placements? Find someone you are comfortable with to discuss new skills with on a DAILY basis. 2. Find a Partner "Allow yourself to make mistakes. Laugh at your mistakes, and talk about your mistakes. It's an amazing and wonderful way to learn" 3. Leave Room for Mistakes S from ICE CHIPS: Start Anew What do you see in your placements?