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Love & Logic
- 1. Love & Logic PRESSLY SMITH EDU 6350 | VOWELL
- 2. Love & Logic Basics Practical classroom management approach • Increases student responsibility • Encourages Students to own problems
- 3. System vs. Principle System Systems work when variables can be controlled System approach is for things Principle Principles work when there are numerous variables Principle approach is for people
- 4. Love & Logic Principles 1. Share the control 2. Share the thinking 3. Balance consequences with empathy 4. Maintain or enhance student self-concept
- 5. Love & Logic Rules 1. Use enforceable statements 2. Provide choices within limits 3. Apply the consequences with empathy
- 6. Discipline & Control Our choices have consequences (positive or negative) Students need to be invested Students need to understand correlation between behavior and action Avoid the power struggle Address the source of the problem to create long-term effect Tomorrow is a new day
- 7. Love & Logic Classroom The great thing about this classroom management philosophy is it works for all grade levels. Each teacher can put his/her own spin on it to make it applicable to the classroom and students. It does take a little practice , but after a little time you will get the hang of it. Let’s try!
- 8. Love & Logic Classroom Get students to WANT to change; don’t MAKE them How? 1. Use enforceable limits 2. Provide choices within limits 3. Apply consequences with empathy
- 9. Love & Logic Classroom
- 10. Love & Logic Classroom Rules in my classroom are few. However, this classroom will be a safe place, which means that we will all treat each other with respect. Guidelines for Student Behavior: 1. Respect yourself 2. Respect others 3. Respect property
- 11. Respect is… Take a few minutes to write down your answers. There are no wrong answers. I would like for you to share your response with your elbow partner. Now let’s share with the class.
- 13. Resources Cochrum, Cassandra. (2014). Love and Logic Classroom Principles. Retrieved from https://www.youtube.com/watch?v=0d9Xi1FX53g Fay, Jim, & Funk, David. (1995). Teaching with Love & Logic. The Love and Logic Press, Inc. Kraft, Matthew. (2010). From Ringmaster to Conductor. Kappan, (April 2010). Retrieved from pdkintl.org Love and Logic. (2015). The Love and Logic Story. Retrieved from https://www.youtube.com/watch?v=ipBAPDyQJ-Q Prentice, Ruth. (2014). respect sound clip. Retrieved from https://www.youtube.com/watch?v=genxYLrUGYU
Editor's Notes
- Jim Fay – founder and former school principal Foster Cline, M.D. – Founder and psychiatrist Charles Fay, Ph. D – president and school psychologist Teaching with Love and Logic by Jim Fay and David Funk. Love and Logic techniques are designed to enhance relationships between students and teachers.
- According to Fay, Love and Logic is a philosophy of raising and teaching children which allows adults to be happier, empowered, and more skilled in the interactions with children. Love allows children to grow through their mistakes. Logic allows children to live with the consequences of their choices. Love and Logic is a way of working with children that puts parents and teachers back in control, teaches children to be responsible, and prepares young people to live in the real world, with its many choices and consequences. This is an approach that both teachers and parents can use in order to create consistency within the child’s life. The concepts behind Love & Logic place a heavy emphasis on respect and dignity for children. The techniques are simple, practical and easy to learn. Practical application for student discipline where: Teacher is in control Kids learn to think for themselves Student responsibility increases Prepares kids to function effectively in a society filled with temptations, decisions and consequences
- Love & Logic is a principle. A principle approach assist in the process of internalization by allowing students to be part of the decision-making process.
- Based on Fay & Funk, Teaching with Love & Logic, the following 4 principles are identified. Share the Control: Humans want to be in control; Allow students to have control You can either give control on your own terms or students will take it on theirs Control is like love, the more you give away, the more you get in return When we are made to do something we feel loss of control How? Give choices Let students make the decision Give student responsibility 2. Share the Thinking: To solve a problem and get a true perspective of the situation; we must be engaged in clear thinking NOT clouded by an emotional state Redirect from emotional state to thinking state Let the students to the hard part! How? 1. Ask Questions – use Blooms Taxonomy how you ask the question + level of question = amount of mental energy exerted When you engage student in thinking, he/she demonstrates that they are capable feeling capable is powerful 2. Model – if students need more guidance than demonstrate 3. Balance Consequences with Empathy The idea is consequences will do the teaching; empathy will do the learning Kids react positively to a consequence when they see a logical connection between their behavior and what happens to them as a result of that behavior You don’t make people angry and sell them something How? 1. Make consequence applicable 2. Give child opportunity to be involved in solution/decision-making 3. Administer consequences calmly 4. Give students chances to build a new plan of behavior 5. Let students make their own judgment 6. Demonstrate problem=solving 7. Allow students to feel empowered 4. Maintain or Enhance student self- concept: Create relationship and rapport with students, show them you care. Connect with students. Take a personal interest into their life outside of school. Smile. Welcome. Love. Our self-concept is developed from the influence of people who matter in our life, people who model appropriate behavior and by the way they think, act and speak affect the child. Who we believe we are is highly determined by what others think Self concept has two characteristics 1. it is fragile and easily broken 2. it is conservative and resistant to change How? Love people for who they are not how they perform; unconditionally accept the person even if their behavior is in question Give positive relationship messages even when negative content is sent Be aware of your nonverbal language Implied messages give strong meaning Say something positive and true about student’s personal life
- Based on Fay & Funk, Teaching with Love & Logic, the following 3 rules are identified. The effective application of limits requires that children have implied choices and be forced into thinking mode. Human beings have a strong need for control. Children experience the consequences of their mistakes + adults in their environment provide empathy = learning opportunity; using empathy helps preserve child’s self-concept rather than destroy or bring the child down. These rules help establish and develop relationships between teacher/student, peer to peer, and student and self. Use enforceable statements It is all about how you phrase it Words are powerful, listen to the difference: Provide choices within limits Always select choices you like Never give choices unless you are willing to allow the child to experience the consequence Never give choices if a child is in danger Never give a choice unless you are willing to make choice if child doesn’t choose Delivery is important Apply consequences with empathy Delay consequences if possible (sends them to thinking state vs. emotional state; requires them to reflect on decision made and connect action to positive or negative consequence) ; also allows for you to be empathetic instead of angry Implement disciplinary interventions that stop undesirable behaviors in infancy, avoiding need for consequences
- By incorporating the rules to ensure you are following Love and Logic principles students will learn the following. Asking questions creates two things: Ownership from student Responsibility from student You want your student to know that making it through a tough situation is ALWAYS an option
- Love & Logic is
- Use enforceable limits. I listen to students who raise their hands. I grade homework that is turned in on time. Open your books to page 54 vs I will be working from page 54 I’m not going to line you up until everyone is quiet vs. I’ll be lining people up as soon as it is quiet Keep your desk organized and neat vs. All owners of neat desk are welcome to join us at recess Provide choices with limits. Disruptive student T: Is this the right place for that behavior? You are asking the student to think and make a choice. Simply telling the student to stop being disruptive makes them resent you. Asking them gives them the choice. If behavior persists, try something like Student, you can either participate in a respectable manner or you can watch from the back of the room. It is your choice. OR Class, we can either do the lesson right now or we can use recess to do the lesson. It is your choice. OR Class would you like to do the odd or even problems for homework tonight? It is your choice. Apply consequences with empathy Simple Well don’t worry about it too much right now, we will discuss it after the lesson or during recess (all students will do is think about what they have done) I can’t imagine how bad that feels. Oh, no. I be that feels terrible. Wow. What a bummer. Student doesn’t do their homework. Teacher ask student if everything is ok? Student will probably say “yes” and then teacher can reply ok, I am glad to know everything is ok. Is there a reason you did not do your homework last night? Student will probably get defensive and give you an excuse. Teacher can say, you know class is about to start and I want to give you my undivided attention, so don’t worry about your homework right now, but before lunch let’s talk about it. Of course the student will worry and think about it. Teacher follow up with student and ask again so is there a reason you did not do your homework last night? Student may get defensive again. Teacher can say, well I want you to think about why you didn’t do your homework and this afternoon during free time I would like to discuss it with you. Student tells teacher that he didn’t do his homework because he didn’t feel like there was a point. Oh that is a bummer, I am sorry you feel that way. Why don’t you come up with a solution that you feel is fair and we can discuss it tomorrow.
- Here is an example of Mrs. Cochrum’s principles and procedures in her class. Powtoon is a great tool to create great resources for students. It provides visuals along with verbal explanation. Also, you could post on class website, so students and parents can always reference. This is one example of what a Love & Logic classroom could look like. Notice, that Mrs. Cochrum set clear expectations and uses enforceable statements. I allow you to do anything that does not cause a problem for anyone else – that includes you, your classmates, and me. What are problems? What would problems look like for you? What would problems look like for me? What would problems look like for others? I teach when there are no distractions or other problems I listen to students who raise their hands and to one person at a time I ask you to solve your own problem when you cause one If you think something is unfair, raise your hand and whisper to let me know we need to talk later when I can give you my full attention or write a note and leave it on my desk. For the sake of time we will not complete the activity. However, notice the importance of the interaction with this activity. The class defines what problems are as a class. Everyone is in agreeance. This creates a sense of commitment and community and encourages student ownership and student understanding.
- Mary Tarashuk (Respect grows when we value kids’ ideas) believes when students feel respected, appreciated and even loved by their teachers, they are far more motivated and cause far fewer problems. Rules in my classroom are few. However, this classroom will be a safe place, which means that we will all treat each other with respect. Guidelines for Student Behavior: 1. Respect yourself 2. Respect others 3. Respect property A great visual to include for younger students: Ready to learn. Everyone gives it a go. Silence when others are talking. Punctuality – arrive on time. Encourage each other to learn. Consider others. Think before you act.
- Teaching students to respect each other supports the Love & Logic classroom management philosophy. The idea is for adults to set firm limits in loving ways. When a child causes a problem, the adult can hand it back in a loving and respectable manner. Student held accountable for solving his/her problems Children are offered choices with limits Adults use enforceable statements Adults provide delayed/extended consequences Adults empathy is locked in before consequences are delivered Ready to learn. Everyone gives it a go. Silence when others are talking. Punctuality – arrive on time. Encourage each other to learn. Consider others. Think before you act. REMEMBER: 1. Share the control 2. Share the thinking 3. Balance consequences with empathy 4. Maintain or enhance student self-concept