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

A Journey To Self-Discipline Taken from Discipline with Love and Logic by Jim Fay and Foster Cline MD

and Responsive Classroom Northeast Foundation for Children Inc.

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

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?

Moral Development

• Read Kohlberg’s Stages of Moral

Development (p. 108)

• Where do the adolescent students you

teach fit in this continuum?

Approaches to Discipline AUTOCRATIC PERMISSIVE BALANCED

Goals: Obedience

Compliance

Happy, cooperative kids

No conflict w/ adults

Self-Governance

Characteristics: •External control

•Arbitrary Punishment &

Rewards used to control

•Rule following through

intimidation

•Students have control

•Excessive persuasion

•Cooperation & self-

control unpredictable

•Balance between adult /

student power

•Reasoning/internal

control

•Relationship-building

•Focus on Self-control &

responsibility

•High accountability

Outcomes: •Anger & resentment

•Obedience out of fear

•Rebellion

•Intimidation

•Suppression of self

•Inconsistent rule-

following

•Frequent testing of limits

•Chaos, confusion, loss of

safety

•Positive, trusting

relationships

•Internalized social

skills & self-control

•Sense of personal

power

Beliefs: Kids don’t know how to

behave & must be forced

into submission to adult

authority

•Kids have tools to

behave on their own

•Kids are little adults w/

same rights/privileges

•Kids can learn

•Kids want to be

capable/ successful

•Can learn w/ tools

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

• See pg. 110

• Classroom Routines

• Learning Habits

• When?

Presenter:

Sharon Coldren

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

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?

Logical Consequences Punishment

Opportunity to be involved in decision

making Adult makes the decision

Helps children recognize the effects of

their actions & develop internal controls.

Demands compliance through external control

that produces shame & makes child feel badly

Child has no opportunity to displace

his/her anger or hurting

Provides for an opportunity for the child to be

angry and resentful rather than work toward a

solution

Child has the opportunity to develop a

new plan for reacting or acting Child pays for the past deed

Child does his/her own judging Adult is the judge

Child sees adult modeling problem

solving techniques

Child feels the imposition of power and learns to

use power to control others

Adult voice is helpful and friendly Adult often displays anger

Child learns about the real world of

consequences & internal control.

Encourages responsibility for their own

actions

Child learns about and feels the imposition of

power & external control…Encourages evasion &

future deception

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

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

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

Teach Logical

Consequences

• Ways to learn what bothers others:

Listen to what others say

Observe silently

When in doubt, ask

3 Types of Logical

Consequences

Reparation/ Restitution

• You break it – you fix it!

• Apology of Action

Loss of Privilege

TAB/ TAB Out & Back

Three Types of Logical

Consequences…. #1

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

Three Types of Logical

Consequences…. #1

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.

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

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

Restoration/Restitution:

Apology of Action

Additional things to teach

How to facilitate using apology of

action

How to choose reparative action

Three Types of Logical

Consequences…. #2

2. Loss of Privilege

Temporary removal

from something

they like

#2 – Loss of Privilege

Demands accountability & responsibility

“If you are not responsible, you lose the

privilege.”

Consequence directly tied to action/

behavior

Three Types of Logical

Consequences…#3

• TAB - Take A Break Explain why it’s necessary.

Everybody needs it at some point.

Not a punishment, but to regain control

Model

Use for minor infractions

#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

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.

In Summary….

Re-establishing Self-Control

Expert Jigsaw

1. Pathways to Self-Control: p. 111-116

2. Notice & Redirect Behavior: p. 117-119

3. TAB: p. 120-124

4. TAB Out & Back: p. 125-127

5. Problem-solving: p. 128-131

6. Quick Conference/ Return & Repair: p. 132-135

7. Summary: 136-137

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?

In Summary….

Your Turn! Let’s Role Play! 1. Divide into Triad Groups

2. Think of a student in your classroom who displayed

negative, rule-breaking behavior…..Be ready to role play

that student!

3. 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.

4. Before starting the role play, describe the problem behavior

to the group.

5. Teacher needs to be ready to use the Teacher Language

and Logical Consequence appropriate for the problem

situation.