In_Service LL session 2

Introducing Love & Logic
& Classroom Techniques that Teach Responsiblity
Classroom Management
Why “Love & Logic”
• Had to pick one of the sectionals
• Someone I know uses it and want to criticize
them without sounding ignorant
• Other discipline methods not working as well
you’d like
Good Discipline Requires?
• Behavior-specific rules and pre-determined
• Warn students first
• Give consequences immediately
• Respect! – students don’t have to like their
teachers, but must respect them
Just an introduction — a sense of the approach
The work of
Jim Fay, David Funk, Charles Fay
Corwin Kronenberg
L&L, William Glasser, Stephen Covey
Our Experience with “Love and Logic”
at SCS
• People learn from their own choices
• Offer choices (within limits)
• Be nice. Apply consequences. Check back in
the morning
• Enforceability
Christian? Biblical?
• Colossians 3:21 Parents, do not embitter
your children, or they will become
discouraged. (NIV)
• Proverbs 15:1 A gentle answer turns away
wrath, but a harsh word stirs up anger. (NIV)
Christian? Biblical?
• Colossians 3:21 Parents, don't come down
too hard on your children or you'll crush their
spirits. The Message
• Proverbs 15:1 A gentle response defuses
anger, but a sharp tongue kindles a temperfire. The Message
© Eugene H. Peterson
© Eugene H. Peterson
• Discipline / Disciple
(disciplina = teaching — discipulus = student)
How did Jesus “discipline” his followers?
Argue by Appointment only
• “Go brain dead”: don’t try to reason with the
• Repeat “one liner”—standard response until
they get it
– I bet it feels that way.
– I know.
– That may be so, but what did I ask/say?
– I can talk to you about this at break.
I only argue at 10:05 or 3:15
Your choice.
Delayed Consequences
• OK or even best to delay consequences
• How? “I’m going to have to do something
about this . . . Later. Try not to worry about
• Warnings FAIL: Students play the system
• Goals
– Teacher can teach
– Other students can learn
• Recovery plan: Stages
• Secure the plan in advance
Recovery Stages
Move in classroom
Another classroom
“Recovery room” in school
Lots of Choices
• Offer choices throughout your teaching
• Guidelines: either way you’re deliriously
• Examples
Examples of Choices in Classroom
• Do you want to choose a partner or have
teacher do it.
• Edit your own paper or have a partner do it.
• Answer questions on paper or out loud.
• Do the odd problems or the even problems.
• Play group game or individual game.
Students solve their problems
• Why? Kids need to learn self-confidence, solve
problems, think for themselves
• But guide them: 5 steps
Guiding Students to Solve Their Own Problem
Love & Logic — STEPS
-Calm empathy
-Ask, “How are you going to solve your
If needed, offer a list of suggestions (variety,
not all good)
Each one: “How do you think that will work for
Let the child decide to solve or not
Guiding Students to Solve Their Own Problem
FIX IT? (Kronenberg)
 Calm, respectful
 “Is that behavior above the line or below the line?
 “Do you want a consequence or do you want to fix it ?”
 “What’s the consequence?”
 “I don’t know yet, but it will be related, reasonable &
 Guide them in thinking of the fix it plan: questions
 Let the student choose to fix it
 If not, “You choose not to fix the problem, guess what
Mr/s _____ is going to have to do now?”
Works for Me
Helpful and successful for us
• Allows more and better teaching
• Relief to know that I have the mindset and
techniques at the ready
Learn More?
Keeping Kids Above the Line
About Corwin Kronenberg
Corwin Kronenberg
6017 W 96th St
Bloomington, MN 55438
Behavior Management Consultant

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