Classroom Management

with Love & Logic©

Presented by: Katie Dorsey, M. Ed

School Counselor

What is Your Classroom Management Style?

1. Authoritarian

2. Authoritative

3. Laissez-Faire

4. Indifferent

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

• 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.

1. 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.2. Children are offered choices with limits.3. Teachers use enforceable statements.

4. Teachers provide delayed/extended consequences.5. The teacher’s empathy is “locked in” before consequences

are delivered.

Characteristics of a Well-Managed Classroom

1. Students are deeply involved in their work.

2. Students know what is expected of them and are

successful.3. There is relatively little waste

of time, confusion, or disruption.

4. 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 standon my own two feet, paddle

myown canoe & solve my ownproblem with guidance from

caringadults in my life.”

*Childhood misbehavior is treatedas an opportunity for gaining

wisdom by the child and the adulthands it back to the child in loving

ways.

Neutralizing Student ArgumentsRole 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!

1. The child is not distracted by the adult’s anger.

2. The child must “own” his or her pain rather then blaming it on the adult.

3. The adult-child relationship is maintained so that the child is much

less likely to seek revenge.4. 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 I noticed that you walked away from Sam instead of getting in a fight.”getting in a fight.”

““I noticed that you like to play basketball on the I noticed that you like to play basketball on the playground.”playground.”

““I noticed you were very kind and respectful when the I noticed you were very kind and respectful when the principal asked you to get back in line.”principal asked you to get back in line.”

RememberRemember: Notice and describe : Notice and describe instead of praise. A smile on instead of praise. A smile on

our part says it all.our part says it all.

Summary1. Teachers set firm limits in loving ways without anger, lecture, or

threats.2. When a child causes a problem the adult hands it back in loving

ways.3. Use the “Signal” approach to work on individual behaviors

4. Guide children to solve their own problems (give them choices)5. Use neutralizing statements (“Bummer!”)

6. Use delayed consequences (“That’s awful! I’ll get to that later.”)7. Practice and model empathy

8. 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.

References

1. The Love & Logic Institutehttp://www.loveandlogic.com/

2. Brian Law, School Counselor Valdosta High School

President American School Counseling Association

3. Teacher Talk: Classroom Management Styleshttp://www.cbv.ns.ca/sstudies/gen3.html