Classroom Management with Love & Logic© Presented by: Katie Dorsey, M. Ed School Counselor

What is Your Classroom Management Style? Activity: Read your card and go to the poster where you think your statement fits. Note: A successful teacher is one who can evaluate a situation and then apply the appropriate style. Finally, remember that the intent of this exercise is to inform you of various classroom management styles. Authoritarian Authoritative Laissez-Faire Indifferent

Authoritarian Teacher places firm limits and control Often students have assigned seats entire semester Students remain in their desks the entire class period Teacher rarely gives hall passes or allows movement Classroom is quiet and there are minimal interruptions Verbal discussion highly discouraged Teacher enforces vigorous discipline and has high expectations Although the teacher may care for students, empathy or compassion is rarely shown Style of teaching is usually lecture (no group work or partner work)

Authoritative Teacher places limits and control but encourages independence Teacher explains the reason behind rules and decisions If a student is disruptive, the teacher offers a polite, but firm, reprimand The authoritative teacher is also open to considerable verbal interaction, including critical debates The students know that they can interrupt the teacher if they have a relevant question or comment. This environment offers the students the opportunity to learn and practice communication skills. Teacher exhibits a warm and nurturing attitude toward the students and expresses genuine interest and affection

Laissez-Faire The laissez-faire teacher places few demand or controls on the students "Do your own thing" describes this classroom This teacher accepts the student's impulses and actions and is less likely to monitor their behavior. Teacher strives to not hurt the student's feelings and has difficulty saying no to a student or enforcing rules. When a student interrupts a lecture, the teacher accepts the interruption with the belief that the student must surely have something valuable to add. When the teacher does offer discipline, it is likely to be inconsistent.

Indifferent The indifferent teacher is not very involved in the classroom This teacher places few demands, if any, on the students and appears generally uninterested. The indifferent teacher just doesn't want to impose on the students. As such, he/she often feels that class preparation is not worth the effort. Things like field trips and special projects are out of the question Classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline students Everyone is just "going through the motions" and killing time. With few demands placed on them and very little discipline, students have low achievement motivation and lack self-control.

The Love & Logic Way © Rule #1: Teachers set firm limits in loving ways without anger, lecture, or threats. Rule #2: When a child causes a problem the adult hands it back in loving ways. In a loving way, the teacher holds the child accountable for solving his/her problems in a way that does not make a problem for others. Children are offered choices with limits. Teachers use enforceable statements. Teachers provide delayed/extended consequences. The teacher’s empathy is “locked in” before consequences are delivered.

Characteristics of a Well-Managed Classroom Students are deeply involved in their work. Students know what is expected of them and are successful. There is relatively little waste of time, confusion, or disruption. The climate of the classroom is work-oriented, but relaxed and pleasant.

Use the “Signal” Approach S=Specify one behavior to work on I=Individually meet with the student G=Give the student a description of the desired behavior change N=Note that you want to use a signal to avoid embarrassment A=Always practice the signal first L=Let the signal be your first strategy to cue desired behavior

Guide Children to Solve Their Own Problems Empathy: (Ex: How sad… I bet that hurts…) Send the power message: (What do you think you are going to do?) Offer choices: (Would you like to hear what other kids have tried?) Have the child state the plan and consequences: (Ask: How do you think that will work?) Give permission for the child to either solve the problem or not. If they choose not to, tell them you will solve it for them (however, emphasize it was their choice not to) “I am able to stand on my own two feet, paddle my own canoe & solve my own problem with guidance from caring adults in my life.” *Childhood misbehavior is treated as an opportunity for gaining wisdom by the child and the adult hands it back to the child in loving ways.

Neutralizing Student Arguments Role Play Activity Student: “This class is so boring!” Teacher: “Love you too much to argue.” Student: “You never call on me!” Teacher: “I call on students who are sitting quietly with their hand raised.” Student: “This is stupid! Why do I have to do it?” Teacher: “What a bummer.” Student: “I would rather be at P.E. than in here!” Teacher: “How sad.” Student: “I don’t like her!” Teacher: “It must be awful to feel that way.” *Please see your “Turn your Word into Gold” handout

Using Delayed Consequences Most of us have great difficulty thinking of one while we are teaching! We “own” the problem rather than handing it back to the child. We are forced to react while we and child are upset. We often end up making threats we can’t back up. We generally fail to deliver a strong dose of empathy before providing the consequence. “Oh no. This is sad. I’m going to do something about this! But not right now. Later. Try not to worry about it.”

Why Empathy Works! The child is not distracted by the adult’s anger. The child must “own” his or her pain rather then blaming it on the adult. The adult-child relationship is maintained so that the child is much less likely to seek revenge. The child learns through modeling to use empathy with others.

Developing a Positive Relationship with Student Choose the most angry, difficult child and use “ I noticed that______” statements. “I noticed that you walked away from Sam instead of getting in a fight.” “I noticed that you like to play basketball on the playground.” “I noticed you were very kind and respectful when the principal asked you to get back in line.” Remember: Notice and describe instead of praise. A smile on our part says it all.

Summary Teachers set firm limits in loving ways without anger, lecture, or threats. When a child causes a problem the adult hands it back in loving ways. Use the “Signal” approach to work on individual behaviors Guide children to solve their own problems (give them choices) Use neutralizing statements (“Bummer!”) Use delayed consequences (“That’s awful! I’ll get to that later.”) Practice and model empathy Strengthen relationships with students through using “I noticed_____” statements OTHER IDEAS: Give rewards to the best class- “Model Classroom Award”. Use CC (Compliment/Consequence) cards to place on student’s desk throughout the lesson with positive or corrective behaviors listed- this is a non-confrontational way of discipline.

The Love & Logic Institute References The Love & Logic Institute http://www.loveandlogic.com/ 2. Brian Law, School Counselor Valdosta High School President American School Counseling Association 3. Teacher Talk: Classroom Management Styles http://www.cbv.ns.ca/sstudies/gen3.html