Implementing+School+Discipline

LOVE AND LOGIC CHAPTER 14 ** IMPLEMENTING SCHOOL DISCIPLINE  **//  Systems vs. Principles  // ** //  A Tale of Two Schools   // ** **  THE SYSTEMS APPROACH SCHOOL   ** ** The System of Punishment  ** · Who is doing all the work? (supervision, parental phone calls, paperwork) · What are kids thinking during the punishment? (I won’t do this again? This isn’t so bad?) · Is it the same students who keep getting the punishments? || **  The System of Reward  ** · Who is doing all the work? (buying or making the rewards, planning the parties) · What are kids thinking during the rewards? (I get this because I followed the rules? I can break the rules but every now and then I need to follow-them so I end up with a reward?) · Is it the same students who keep getting the rewards? || ** PUNISHMENT AND REWARD SYSTEMS ARE DIFFICULT TO MAINTAIN  **   BELIEFS ARE STRONGER THAN SYSTEMS ««««««««««       ||
 * What rules do we need to govern the school this year?  ||   No gum. Be on time. Respect your teachers. Do your homework. Bring your materials.    ||
 * What are we going to do to kids when they break the rules?  ||   Judge the behavior, select a punishment, make sure it is carried out.   ||
 * What are some possible punishments?  ||   Stay in from recess. Go to time-out. In-school suspension. See the Principal.    ||
 * //  With this system of rules and punishment…..   //
 * //  With this system of rules and punishment…..   //
 * //  With this system of rules and punishment…..   //
 * What rules do we need to govern the school this year?  ||   No gum. Be on time. Respect your teachers. Do your homework. Bring your materials.    ||
 * What are we going to do to kids when they follow the rules?  ||   Use positive reinforcement.   ||
 * What are some rewards will we can give the students who follow the rules?  ||   Free time. Passes. Pizza parties. No uniform days. Stickers for their lockers. Prizes.   ||
 * //  With this system of rules and rewards…..   //
 * //  With this system of rules and rewards…..   //
 * //  With this system of rules and rewards…..   //

Teachers will interact with their kids in the manner that fits their personality and beliefs, no matter the system designed by the school. In a punishment system, some Teacher will take the position that if everyone would just lighten up there would not be so many problems. In a reward system, some Teachers will find reasons to negate certain students’ behaviors every day in a variety of ways.  OLD SYSTEMS DIE HARD ««««««««««       ||

Punishment and Reward Systems that have existed in schools for a long time are difficult to change. The menu of punishments and rewards keeps growing even if there are no improvements in student behavior.  THOSE WHO NEED TO CHANGE, DON’T ««««««««««       ||

Systems of punishment and reward are based on // external // control. If the punishment means nothing or the reward is not great enough, the student will revert to original behavior --- there will be no // internalized // behavior change. ** //  COMPLIANCE ACHIEVED   // ** ** //  THROUGH PUNISHMENT OR REWARD   // ** ** //  IS ALMOST ALWAYS TEMPORARY   // ** ** //  A Tale of Two Schools   // ** **  THE PRINCIPLES APPROACH SCHOOL   ** **  The LOVE AND LOGIC Way   ** Ask questions that require students to think about the situation, choices and possible consequences. Express empathy and sadness when students do inappropriate things at school and let logical consequences come out of the situation. || //  Student: I forgot my materials today. // || //  Systems: When are you going to start to be responsible…..? // //   Principles: How upsetting that must be. Feel free to see if you can borrow from a friend or you are welcome to just sit and take a zero for today’s work. //     ||  ** IN A PRINCIPLES APPROACH, ALL PROGRAMS, INTERACTIONS SKILLS   ** ** AND TECHNIQUES ARE ALIGNED  ** ** <span style="font-family: 'Cambria','serif'; font-size: 14pt;">WITH CORE BELIEFS ABOUT TEACHING AND LEARNING ** <span style="font-family: 'Cambria','serif'; font-size: 14pt;"> <span style="height: 120.75pt; margin-left: 45pt; margin-top: 126pt; mso-position-horizontal-relative: margin; mso-position-vertical-relative: page; mso-width-relative: margin; position: absolute; width: 182.9pt; z-index: -2;"><span style="mso-next-textbox: #_x0000_s1030;"> <span style="font-family: 'Cambria','serif'; font-size: 14pt;">TO CHANGE, EVERYONE MUST INTERNALIZE NEW RESPONSIBILITIES ««««««««««       || <span style="height: 90.75pt; left: 0px; margin-left: 324pt; margin-top: 270pt; mso-position-horizontal-relative: margin; mso-position-vertical-relative: page; mso-width-relative: margin; position: absolute; text-align: left; width: 172.4pt; z-index: 6;"><span style="mso-next-textbox: #_x0000_s1031;"> <span style="font-family: 'Cambria','serif'; font-size: 14pt;">THERE IS A TIME AND PLACE FOR EVERYTHING ««««««««««     ||
 * What rules do we need to govern the school this year?  ||   No gum. Be on time. Respect your teachers. Do your homework. Bring your materials.    ||
 * What are our individual beliefs and purposes about Teaching?  ||   “I am responsible for helping students solve their own problems and manage their own behavior by giving them guidance”? “Students need to __learn__ to make decisions and then live with the consequences of those decisions”? “Students need to learn that the adult is boss and in control”?   ||
 * What are core beliefs or purposes that we can achieve consensus on as a team?  ||   Consensus meaning I can live with these beliefs and purposes and agree that they are core to how we, as Teachers, will relate to students.   ||
 * What have been the punishments we have used in the past? Do these punishments compliment our core beliefs?  ||   Stay in from recess. Go to time-out. In-school suspension. See the Principal.   ||
 * What have been the rewards we have used in the past? Do these rewards compliment our core beliefs?  ||   Free time. Passes. Pizza parties. No uniform days. Stickers for their lockers. Prizes.   ||
 * In the future, what kinds of actions are we going to use with students when they break the rules that are aligned with and support our core beliefs about teaching and learning?  ||   Give some control in order to retain control.
 * What have been the rewards we have used in the past? Do these rewards compliment our core beliefs?  ||   Free time. Passes. Pizza parties. No uniform days. Stickers for their lockers. Prizes.   ||
 * In the future, what kinds of actions are we going to use with students when they break the rules that are aligned with and support our core beliefs about teaching and learning?  ||   Give some control in order to retain control.
 * In the future, what kinds of actions are we going to use with students when they break the rules that are aligned with and support our core beliefs about teaching and learning?  ||   Give some control in order to retain control.
 * //  Teacher: Good morning.   //

In a Principles Approach we do not drop all punishment and rewards. We teach and use prevention and intervention strategies in line with our core beliefs. In a Principles Approach, change will take time and be      painful. Teachers learn and practice new behaviors in line with their core beliefs and Student Discipline focuses on   <span style="height: 106.5pt; left: 0px; margin-left: 315pt; margin-top: 423pt; mso-position-horizontal-relative: margin; mso-position-vertical-relative: page; mso-width-relative: margin; position: absolute; text-align: left; text-indent: 0px; width: 179.95pt; z-index: -3;"><span style="mso-next-textbox: #_x0000_s1029;"> <span style="font-family: 'Cambria','serif'; font-size: 14pt;">CONSISTENCY COMES FROM LIVING WITH <span style="font-family: 'Cambria','serif'; font-size: 14pt;">CORE BELIEFS ««««««««««       ||

developing a sense of responsibility in the students with whom we work. ** //  CONSISTENCY AND HARMONY    // ** ** //  COME FROM LIVING BY A SET OF CORE BELIEFS   // ** **  Make a plan   ** ** //  We want to be a Love and Logic School. // **   **   Follow the plan   ** ** //  Understand the Four Key Principles and Achieve consensus on our Core Beliefs   // ** **  Pay constant attention to the process   ** ** //  Anything not attended to gets ignored,    // ** ** //  so constantly revisit where we are in the process   // ** **  Understand that change happens only over time   ** ** //  It takes a long time to bring about internalized behavior change   // ** ** //  Initially focus on staff development   // ** ** //  Recognize and be Patient…..There will inevitably be a __dip of change__   // ** ** //  where things will get better before they get worse   // ** ** //  and then they will get worse before they get better   // ** **  GETTING STARTED   ** **  Schools successful in becoming // Love and Logic // schools    ** **  focus heavily, in the first three years, on staff development. **     Weekly staff meetings Developing targeted skills Working in an atmosphere supportive of risk taking and occasional failure // Change involves…..gaining an awareness of what you are really doing…. //   //  getting feedback from others……finding a partner with whom to share new experiences and struggles  // // …..leaving room for mistakes…..practicing new skills one at a time  // // …..making adjustments…..internalizing the new behavior. //     Using Love and Logic training programs // All staff members are not required to adopt Love and Logic…. //   //  create a study group of the most enthusiastic teachers….create additional study groups as the enthusiasm grows. //   ** //   PEARL   // ** ** //  You are either doing it the Love and Logic Way, or you are doing it the reward and punishment way. // **