I will provide consequences that are not punitive but that allow the child to experience the results of a poor choice, enabling him or her to make better choices in the future.I will react without anger or haste to problem situations.In ensuring that the above guidelines are adhered to, I will operate with the following principles as my guide: Unkind words and actions will not be tolerated. You may engage in any behavior that does not jeopardize the safety or learning of yourself or others.If you find yourself with a problem, you may solve it by any means that does not cause a problem for anyone else in the world.You may engage in any behavior that does not create a problem for you or anyone else in the world.Situations are dealt with as they arise, with the focus on enabling the child to grow and learn from his or her actions. I believe that as all children are different, and all actions and reactions very personal in nature, effective discipline involves a few overriding tenets rather than a long list of specific rules. Guidelines and Core Beliefs for Discipline Consistency with values is more attainable than consistency between students, situations, and consequences. Your goal is to achieve consistency by basing each of your decisions on this same set of values or principles…rather than trying to treat every problem the same using a "cookbook" approach.If you don't know what to do at any given moment, delay the consequence, refer to your plan, and discuss possible solutions with other teachers, your administrators, the child's parents, or others.When making disciplinary decisions, ask yourself, "How is my proposed intervention consistent with my Core Beliefs of discipline that I have included in my plan and my posted list of expectations?" Encourage yourself to handle discipline problems on a case-by-case manner, focusing on the unique characteristics of each situation.What I do will depend on the unique situation. If they can't or will not fix it, I will do something.If they cause a problem, I will ask them to fix it.I allow students to remain in my classroom as long as they do not cause a problem for anyone else.What I do will depend on what happened and what the person is willing to do to solve the problem.If someone causes a problem, I will do something.Please treat me with the same respect I treat you.I listen to students who raise their hand.I teach when there are no distractions or other problems.Feel free to do anything that does not cause a problem for anyone else.In other words, avoid making threats that you cannot back-up, such as "Keep your hands to yourself" or "Be quiet when I'm teaching." Use what we term "Enforceable Statements" to set these Love and Logic limits and expectations in your classroom.ĭO NOT WARN STUDENTS ABOUT SPECIFIC CONSEQUENCES IN ADVANCE! Just indicate that you will respond to each problem in an individualized manner, depending upon the unique situation. When developing this list, be certain that you can actually enforce these expectations. In your classroom, post a list of expectations, describing how you will run your classroom. Feel free to modify or add principles as long as each is consistent with Love and Logic. Choose between five and seven of these principles to guide your disciplinary decisions. One by one, start experimenting with additional Love and Logic techniques.ĭownload the Creating Your School's Core Beliefs worksheet, compliments of Love and Logic. Building relationships with the One Sentence Intervention.Sharing control through lots of small choices.Setting limits with enforceable statements.Locking-in sadness or empathy before delivering consequences.Neutralizing arguing with the Brain Dead technique.Pick just one Love and Logic technique and begin to experiment. This "over-learning" will enable you to more readily apply these Love and Logic techniques while teaching. Most people benefit from reviewing these Love and Logic materials several times. The following audios and books are excellent for the purpose of learning the Love and Logic philosophy and techniques:
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