Love+and+Logic


 * Read the book // Love and Logic // by Faye and Funk, 1995). [[image:51xaghesXJL__BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg width="205" height="170"]]amazon.com
 * Include in your WIKI examples of schools in the district or outside of the district that use Love and Logic.
 * Interview Deer Valley teachers who use Love and Logic in their classrooms.
 * As you create your WIKI, tie in the components of the signature assignment for Classroom Management. How can you make connections to the Management Plan through this book.
 * Include examples of Love and Logic that can easily be applied in internships and student teaching.
 * Make connections between this book and student motivation.
 * Sign your name by each contribution you make to this WIKI.
 * ** Be sure to post frequently and check for feedback. Make any requested changes or improvements. **
 * ** Be creative! Don't summarize the text . Add depth and intellectual stimulation about this topic.**
 * Bring in outside resources on classroom management. Go for depth!
 * Be prepared to talk on/share pieces of this book throughout the semester as applicable.
 * Continuously add to the WIKI throughout the semester.
 * Your final product will be presented at your student-led conference.

= Practical Uses for Love and Logic! by Michelle Epstein and with special guests Amora Logique and Ms. Lovalogical. =

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AN EXAMPLE OF A FEW SUBTLE THINGS YOU CAN DO IN YOUR INTERNSHIPS AND WHILE STUDENT TEACHING THAT WILL HELP YOU CONNECT WITH YOUR STUDENTS: Interview with teachers from Madison Park School: Their 3 main points are how they use nicknames for their students which helps the students realize they will be treated as an individual on the campus. The students love it because it gives them a sense of belonging and every nickname is personal so they know something went into it from the teachers. They also focus on subtly mentioning 1 or 2 positive things about them and then leave it alone. It allows students to know the teachers are there and have taken an interest in them but it's not overwhelming.The third is to look at the students, smile at the students, and touch the students to show you care. Also to spend time outside of school with them when possible.

http://www.schooltube.com/video/b1d0f293bd664cc1891d/Love-and-Logic (Lisa)

__Chapter 1: The Purpose of Love and Logic- Michelle Epstein__ · Offering kids choices instead of placing demands prevents power struggles from beginning. · A Master Makes It Looks Easy: This is someone who can maintain their dignity in rough situations, help others while maintaining their self respect. · Creating a Higher Standard of Behavior by implementing methods where students are responsible for their own choices and behavior while Educators are responsible for questioning students about their actions and choices rather than scolding or punishing them.

** Creating a Higher Standard of Behavior-Implementing a recognition programs for positive behaviors (Example below) ** __Recognition Program__

Stamps will be distributed throughout the day for positive behavior, and at the end of the week students will have the opportunity to “buy” items from the treasure chest using stamps. Stamps maybe earned when important papers are returned on the next day given. Students will also earn stamps when engaging in a review game, which will give students the opportunity to earn bonus stamps. (Dacquiri)

__Chapter 2: Confronting the Myths about Discipline- Michelle Epstein__ · Teachers believe that it isn’t effective to warn kids in advance of consequences. · Only serious issues should have prescribed consequences. Serious infractions include violence, drugs, alcohol, tobacco and weapons. · Simpler classroom infractions should be handled in a simple manner which consists of dealing with handling issues as they arise. · Since each situation is unique, teachers implement different consequences depending on the action. If the students feel the consequences aren’t fair, they are taught the correct words to say in order for them to express their feelings. · Using individual consequences do not always have to be handled on the spot. This transfers the stress to the student. A teacher can wait for a response from the student. Depending on the situation, teachers make individual and professional decisions at the time of the incident on when and how to handle the situation. · Love and Logic focuses on relationship building based on the principle that human beings will perform for the person they love. This is based on research that shows that at student’s improved behavior or cooperation can be traced and linked to the personal connection he/she developed with a special adult.

Love and Logic Chapters 3 and 4 Highlights Dena Walter DV MAC

· Make enforceable limits for students. · Give students choices within enforceable limits. · Let behavior consequences be the teacher. · Find the time. · Be understanding and compassionate.

LOVE AND LOGIC INTERVIEWS During lunches and at school the last few weeks, I interviewed three if the 7th grade Paseo Hills teachers for details about their opinion on Love and Logic. Teacher A –She needed the concept when she started teaching and did not have it. When she learned more about the theory, she signed up for classes to study Love and Logic. She recommends that I take a course in it, too. She uses it for class meeting management as well as academic classroom management. Teacher B- The application of the concept is time consuming, but worth it. He uses the “Recovery Chair” concept in his class which is like a time-out, but the student has to co-sign a document, Recovery Sheet, with the teacher that states why the “recovery” happened. Other 7th grade teachers use the same class management method. Teacher C- She has the poster that states the basics of Love and Logic theory in front of the student in “recovery”. She uses the theory of personal responsibility and respectful actions throughout her lessons during the day in class as well as class meetings. She said that the theory is applied case by case, student by student. For example, students throwing food will be cleaning the same tables and floor area to provide a direct consequence to their behavior. Posted by Dena Walter __ Chapter’s 5+6 by Lisa __ __ Chapter 5 Discipline and Control: __

--Do we want to “make” kids behave, or do we want to get them to “want” to behave???

--Discipline involves building students up so they feel more capable and better about themselves in a healthy way, even after a discipline situation.

--Use internalized control vs. external enforcement: External enforcement is described as only enforcing when something happens. Internalized control is describes as setting values which are much more powerful.

--The goal is to create an atmosphere where if the teacher left the class the kids would honor their request to keep working. ** Classroom Rules (Examples) ** ** 1. Follow the teacher's directions and be ready to learn. **
 * 2. Show respect to yourself, others, and property. **
 * 3. Hands, feet, and objects are to be kept to your self. Safety comes first. **
 * 4. Be silent when the doors are open and while changing classes. (Dacquiri) **

__ Chapter 6 Perception and Behavior __ :

--Perception is the driving force of behavior!

--If you change the perceptions that drive behavior it changes the outcome.

--Student’s do not need to be broken down: Results from this are Blaming others, procrastination, discounting the value, noninvolvement, blaming emotions, and faulting circumstances.

--To deal with discipline in a better manner focus on the problem at hand, leave no room for displacement, focus on achievement, and set personal student evaluations.

--Do not respond in anger, step back and remain in control.

--Changing behavior in the classroom takes time, everyone’s experience is different, self-worth should be encouraged, and change moves from the inside out. Five steps to follow:
 * 1) Empathy 2. Send the Power Message 3. Offer Choices 4. Have the student state the consequences 5. Give permission for the student to either solve the problem or not solve the problem.

This is a process, not a fix. Be patient, changes do not happen overnight!

Classroom should be a caring, safe, and equitable environment where each child can develop and grow. Teachers promoting an environment where as students become responsible members of our classroom community by using strategies such as positive discipline and community circles. Teachers should provide students tools to become successful in life, to embrace their difference and believe in them. **__ Classroom Expectatations  __**
 * I will constantly emphasize three expectations in our classroom: be responsible, be respectful, and be curious. These will be further discussed as a class on the first day, and reviewed throughout the year. **

Chapter 7


 * Let's look at the Systems Approach to Discipline....**

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-Tommy


 * Now let's look at the Principles Approach to Discipline....**

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-Tommy

When interviewed Mrs. Ridge said that Hillcrest Middle School subscribes to the Character Counts discipline plan. In Character Counts there are six pillars of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. So, it is a principles based approach.

-Tommy

Chapter 8

Consequences cause a struggle, but surviving that struggle is a great way to build the self-concept. The same can be true for setting high expectations of all things in the classroom.

Experiencing the self concept is the same as experiencing self actualization.

-Tommy

Chapter 9 & 10 The classroom management elements of teaching should be cooperative efforts includes the teacher and the students. The Love and Logic approach facilitates those efforts because it provides students with an outlet to think more critical about their behavior. One of the chapters discusses shared control. Fay mentions in the chapter” “Control is like love. The more you give away, the more you get in return.” The statement kind of resonated with me, because we really want the students to control themselves. As teachers we want our students to learn, excel academically and be challenged to go to the next level. Micro managing behavior concerns takes away from instructional time. Another quote in the book states “Allowing students to have some control over their learning is a primary factor in sustained achievement” By providing the students with choices with limits motivates the student to thinking about his actions and what ways to modify them. It implies that the control is in the students’ hands but it really isn’t because it’s within limits. With classroom management in mind consequences with empathy plays a key factor. Love and Logic discusses consequences versus discipline. Consequences are for previous and current bad behavior and discipline for future actions. Discipline is to shape future actions. In managing our classroom we really want to focus on the future so we do have to continually take out time to modify student’s behaviors. -Dacquiri

**__ (Examples of Consequences in a classroom) -Dacquiri Gulley __** Consequences Loss of points Loss of Privileges Student/Teacher Conference Notice to Parents Parent/ Teacher Conference Isolation in the Office
 * Ms. Walter’s Middle Grade Mathematics Contact and Schedule Information Pending**

Middle grade mathematics directly linked to Arizona State mathematics standards for 7th and 8th grades. Middle grades mathematics will be taught through combination of direct instruction, guided practice, and inquiry-based methods. Students will be encouraged to think individually and collaboratively with other class members. Activities will involve interaction with SMART boards, interactive notebooks, and Netbooks. Assessments will take many forms. Formative assessments will be done daily through observation, bell work, and assignments. Students are allowed to retake all quizzes and tests provided they have shown me completed corresponding assignments. Standard based grading practices will be used to indicate academic performance solely related to the Arizona middle grade math standard. Students are encouraged to retake any assessment on any standard they have not mastered. Quarterly finals are not able to be retaken. Only summative assessments, such as quizzes, projects, and tests, will be included in a student’s final grade. Final grades will be reported every nine weeks. Progress reports will be sent home every third week of school. Paseo Hills uses Love and Logic as a disciplinary plan. How Love and Logic works: 1. You are allowed to do anything as long as it is not creating a problem for you or anyone else. 2. If you created a problem, I will ask you to fix it. 3. If you choose not to fix the problem, I will fix it for you. 4. The solution I come up with may not be the most desirable. 5. If you really feel the solution is not fair, you can WHISPER to me “I think that is unfair and we can set up an appointment for discussion. All major infractions will be handled in accordance with the school handbook. The students who seem to be having a difficult time following procedures in the classroom may be removed to a recovery desk within my classroom. If a student continues to be disruptive, they may be sent to another class for recovery so that the learning process in not interrupted for other students. A disruptive student is not learning while being disruptive. Students who are sent to recovery will be required to complete a Recovery Sheet documenting their time away from the learning environment. The Character Counts Program is designed to build a positive school climate by focusing on the six pillars of character-trustworthiness, respect, responsibility, fairness, caring, and responsibility. Character education teaches universally accepted values and motivates youth to incorporate these values into their lives. The school community works together to help students understand these traits and to celebrate students who exhibit those traits. Life skills are embedded in the six pillars and are highlighted. We also use the Olweus Bullying Prevention program to strive for a safe campus environment. Students will be involved with weekly class meeting. In these meetings, students will be able to discuss and resolve many campus issues.
 * __Course Description__**
 * __Teaching and Assessment__**
 * __Grading and Reporting__**
 * __Love and Logic/Character Counts/Owelus Bully Prevention__**


 * __I LOOK FORWARD TO A FUN SAFE FULFILLING SCHOOL YEAR!!!!__**

Dena Walter


 * To follow is a link to sign up for classes for educators about Love and Logic:**

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Dena Walter

**__ Dena Walter Discipline Plan POSTED IN PLAIN VIEW __** __Rule 1:__ Let me catch you doing something right each day. Consequence: self esteem. __Rule 2:__ You need to catch me doing something right each day. Consequence: respect. __Rule 3:__ You and I need to follow school policy. Consequence: bonded team.

I wrote these three rules during my student teaching at Paseo Hills as a result of exposure to Love and Logic.

=__Four Basic Needs__=  __·__ Inclusion model desired behaviors, make eye contact, decorate the room with student work, create a class cheer, interview students, hold class meetings  · Control model desired behaviors, teach a problem solving model and have students solve own problems, create a problem solving or recovery location, have student directed parent conferences, make classroom rules, procedures, and expectations with students, set limits with enforceable statements, GIVE CHOICES!  · Affection model desired behaviors, welcome new students in a special way, lead with empathy, build relationships with the one-sentence intervention (I've noticed ...), survey students about what they think of the teacher or how they are feeling, prevent bullying  · Competency model desired behaviors, engage students, teach to all learning styles and select the best teaching method, state goals or an overview of the lesson, focus on the positive when grading papers instead of marking things wrong, provide explicit feelback on graded papers, help students recognize their strengths, provide encouragement and use praise sparingly