ed 334 chapter 6 presentation

8/9/2019 ED 334 Chapter 6 Presentation

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CHAPTER 6CHAPTER 6

Using LogicalUsing Logical

Consequences When RulesConsequences When Rules

are Brokenare Broken

Aileen AlfonsoAileen Alfonso

Mara AndradaMara AndradaSeptember 16, 2008September 16, 2008

ED334ED334


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to make clear the connection betweento make clear the connection betweenbehavior and consequencebehavior and consequence

to support children in figuring out howto support children in figuring out howto behave differentlyto behave differently

to show children our belief in theirto show children our belief in their

ability to make better choicesability to make better choices to stop unwanted behaviorto stop unwanted behavior

Purposes of LogicalPurposes of Logical

ConsequencesConsequences


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Neither PunishmentNeither Punishment

Nor PermissionNor Permission Consequences versus PunishmentConsequences versus Punishment

-- teachers attitudeteachers attitude

-- students inputstudents input Like punishment, the permissiveLike punishment, the permissive

approach is not productiveapproach is not productive

Logical consequences are related to theLogical consequences are related to therule breakingrule breaking


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Natural ConsequencesNatural Consequences

Occur without adult inputOccur without adult input-- ex. A child who forgets his lunch may getex. A child who forgets his lunch may gethungry.hungry.

Often our intercessions are necessaryOften our intercessions are necessarybecause natural consequences are notbecause natural consequences are notproductive in the ways we might hope.productive in the ways we might hope.(147)(147)-- ex. The hungry child takes a classmatesex. The hungry child takes a classmateslunch.lunch.


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STOPSTOP then ENFORCE with actionsthen ENFORCE with actions

Small and subtleSmall and subtle STOPSTOP signals:signals: (149)(149)-- A lookA look - - A glareA glare-- A gestureA gesture - - A few wordsA few words-- A touchA touch - - A few gesturesA few gestures-- RemovalRemoval

The The STOPSTOP STEPSTEP


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Guidelines for ImplementingGuidelines for ImplementingLogical ConsequencesLogical Consequences

Logical Consequences:Logical Consequences:

-- are respectful of the student and of theare respectful of the student and of theclassroomclassroom

-- need to respond to choices and actions,need to respond to choices and actions,

not to characternot to character-- need to be put into practice w/ bothneed to be put into practice w/ both

empathy and structureempathy and structure


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ContinuedContinued

should describe the demands of the situation,should describe the demands of the situation,not the demands of the authoritynot the demands of the authority

should be used only after the teacher hasshould be used only after the teacher has

assessed the situationassessed the situation help restore selfhelp restore self--control and selfcontrol and self--respectrespect

through actions, not just wordsthrough actions, not just words

Teachers need to stop and think beforeTeachers need to stop and think beforeimposing logical consequencesimposing logical consequences..

Mara


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3 Types of Logical Consequences3 Types of Logical Consequences

1.1. Reparation:Reparation: Youbroke it. You fix it.Youbroke it. You fix it.

2.2. Breach of Contract:Breach of Contract: Ifyouare notIfyouare not

responsible, you lose a privilege.responsible, youlose a privilege.3.3. TimeTime--outs:outs: Youmustforfeitparticipation.Youmustforfeitparticipation.


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ReparationsReparations Give children opportunities to face mistakesGive children opportunities to face mistakesand repair their damageand repair their damage

Allow children to take responsibility andAllow children to take responsibility and

correct their wrongscorrect their wrongs Help children learn what happened by seeingHelp children learn what happened by seeing

the impact of ones behaviorthe impact of ones behavior

Give students who were harmed a voiceGive students who were harmed a voice

Often includes an apologyOften includes an apology

VERBAL APOLOGYVERBAL APOLOGY

APOLOGYOF ACTIONAPOLOGYOF ACTION


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INDIVIDUALSINDIVIDUALS making reparationmaking reparation

A student accidentallyknocksover another childsA student accidentallyknocksover another childs

block building.block building.

GROUPSGROUPS making reparationmaking reparation

The class is rude andunrulywith the substitute,The class is rude andunrulywith the substitute,or guest teacher.or guest teacher.

ReparationsReparations


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More responsibility = freedomMore responsibility = freedom Help learn responsibility by offeringHelp learn responsibility by offering

practice on tasks integrated in thepractice on tasks integrated in theclassroom.classroom.

We expect and trust that children will doWe expect and trust that children will dotheir work, respect others, be fair, andtheir work, respect others, be fair, andtake care of propertytake care of property

A BREACH of that trust i.e.A BREACH of that trust i.e.-- Telling lies, disrespectful to othersTelling lies, disrespectful to others

A Privilege is not a reward for studentsA Privilege is not a reward for studentswho finish their workwho finish their work

Breach ContractBreach Contract


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What do we do as teachersWhat do we do as teachers

WEWE ReteachReteach

RemindRemind

Invoke consequences when necessaryInvoke consequences when necessary Narrow the choicesNarrow the choices

Reorder the stepsReorder the steps

Losing a privilege is the consequenceLosing a privilege is the consequencewhen children blow a responsibility.when children blow a responsibility.


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Losing a PrivilegeLosing a Privilege

INDIVIDUALSINDIVIDUALS

AstudentsaysthatherworkisdoneAstudentsaysthatherworkisdone

whenitisnt,inordertoplaygamesorwhenitisnt,inordertoplaygamesoravoidatask.avoidatask.

GROUPGROUP

AgrouplessonbecomesverynoisyAgrouplessonbecomesverynoisy


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Removing a child from a situation temporarilyRemoving a child from a situation temporarilyto stop disruptive behaviorto stop disruptive behavior

INDIVIDUALINDIVIDUAL

Achildmakesnegative orsarcasticcommentsAchildmakesnegative orsarcasticcomments

GROUPGROUP

Agroupisnotable tocooperate.Agroupisnotable tocooperate.

TimeTime--outsouts


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When children break rules :When children break rules :

we respondwe respond in a way that holds themin a way that holds themaccountable and helps them learn fromaccountable and helps them learn fromtheir experience.their experience.

Signaling, reparations, loss of privileges,Signaling, reparations, loss of privileges,or timeor time--out.out.

Logical consequencesLogical consequences SSTOPTOP--TTakeaketimetime--AActionction--CConnectiononnection--SStudent Inputtudent Input--CChance. (STACS Chance)hance. (STACS Chance)

SummarySummary


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ActivityActivity

QUESTIONS?QUESTIONS?

ed 334 chapter 6 presentation

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