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Logical Consequences from God’s Perspective

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.

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Logical Consequences from God’s Perspective

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  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-DisciplineTaken from Discipline with Love and Logic by Jim Fay and Foster Cline MDand 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

  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?

  12. 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

  13. 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

  14. 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

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

  16. 3 Types of Logical Consequences • Reparation/ Restitution • You break it – you fix it! • Apology of Action • Loss of Privilege • TAB/ TAB Out & Back

  17. Three Types of Logical Consequences…. #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

  18. Three Types of Logical Consequences…. #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.

  19. 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

  20. 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

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

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

  23. #2 – Loss of Privilege • Demands accountability & responsibility • “If you are not responsible, you lose the privilege.” • Consequence directly tied to action/ behavior

  24. Three Types of Logical Consequences…#3 • TAB - Take ABreak • Explain why it’s necessary. Everybody needs it at some point. • Not a punishment, but to regain control • Model • Use for minor infractions

  25. #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

  26. In Summary…. • 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.

  27. Re-establishing Self-ControlExpert Jigsaw • Pathways to Self-Control: p. 111-116 • Notice & Redirect Behavior: p. 117-119 • TAB: p. 120-124 • TAB Out & Back: p. 125-127 • Problem-solving: p. 128-131 • Quick Conference/ Return & Repair: p. 132-135 • Summary: 136-137

  28. In Summary…. • 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?

  29. Your Turn! Let’s Role Play! • Divide into Triad Groups • Think of a student in your classroom who displayed negative, rule-breaking behavior…..Be ready to role play that student! • 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. • Before starting the role play, describe the problem behavior to the group. • Teacher needs to be ready to use the Teacher Language and Logical Consequence appropriate for the problem situation.

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