Wednesday, December 12, 2012

Love & Logic

Due date: Wednesday December 12, 2012

You have been given time to write your response to the Love & Logic model demonstration in class:

Please create a comment to this posting and address the following:
1. Which key elements/themes/strategies in the model resonated with you?
2. What psychological lens would you use to describe the author's view of classroom management/guidance? [e.g. behavioural, constructivist - cognitive/socio cultural, humanist, social cognitive] and why?
3. Provide 1-2 examples of how you imagine integrating the key elements/themes/strategies you selected into your future practice.


  1. As I have seen and said...again: hand over the responsibility to the students. Do not call out the student and ridicule them. Treat them with respect by trying to "discipline" them quietley and not calling them out with a "punishment." The temptation is to be THE TEACHER, the one who takes all the action, but often simply quesitoning the student can be most effective.

    A socio-cultural and humanist lens could be used to describe this author's view of classroom managment. In being responsibe to students needs, and understanding that behavioral issues often stem from outside factors, a teacher is reacting to both the cultural needs as well as the human needs of the students.

    I plan use the "wait time" strategy for classroom management. I get very stressed dealing with logical consequences in front of the class, so the option of asking the student to meet later seems like a great one.

  2. 1) The idea that there is a difference between discipline and punishment is big with. As I said about my experience, I think that there should be both uniform and individual disciplinary measures and that there are more than 1 or even 2 sides to every story.
    2) The author is very constructivist-socio cultural/cognitive because of his emphasis on invidivualized, empathetic classrooms. I think his emphasis on a mixture of love and logic is exactly what this type of classroom management style is.
    3) I plan on making sure that students have individualized sets of disciplines and rules because every situation and problem is different. I also think that I will implement the proximity intervention scheme where i walk towards the student while teaching to make the student stop doing their unacceptable behavior.

  3. The key elements/themes/strategies in this particular model are the core beliefs of love and logic where students are responsible for consequences, students think more than adults, logical consequences
    connections between infractions and actions, learn to make decisions, take control over their own lives, adult=helpers, and problems of growth. The psychological lens would be the humanist approach because the individual is in a situation where it depends on them to see if they can be accountable for their actions It makes them have a voice and it makes them show what's the best action for them. They are learning to make decisions for themselves and to see how bad/good the consequences will be. One of the examples that I already have seen from my mentor teacher at CityView Charter School because as she lectures she usually talks and goes to the students and puts a hand on their shoulder without making any eye contact. She also gives them the "evil eye" and students notice it. I won't do the evil eye, but I rather do the tapping on the shoulder for class management.

  4. Love and Logic seems very similar to the other management philosophies that have been covered in class in that the responsibility for student actions and the consequences for those actions are place on the student.
    1. The elements of L&L that I really like are giving ownership of actions to students, moving from universal punishments to more empathetic consequences, and using non-verbal cues as a major part of classroom management.
    2. I think this management style fits into the behavioral psychological lens, because the basis of the management philosophy is adjusting student behavior by adding stimuli.
    3. I would love to incorporate the "I schedule arguments..." line. I would also plan to incorporate more individualized and empathetic consequences into my classroom management style.

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  6. I think the core beliefs, philosophy, and discipline strategies resonated with me the most. Love and Logic would probably fall under the socio-cultural/constructivist lens. This incorporates an individualized and value-based philosophy. The focus of one student rather than the maintaining of rules for all leads me to conclude my former statement on my assignment of psychological lenses.

    I definitely love this Love and Logic approach and plan to implement it in my teaching process. But really, I'm pretty sure we (this cohort) all naturally do so already. The specific strategies are great to support the maintaining of this philosophy and the break down on the logic behind it is revealing as well. I am always intrigued by the rationale behind every element in life, and this is one that is sensible. I look forward to hearing all of your experiences on implementing this in their classrooms.

  7. 1. The key element that stood out to me with this approach is kinda of what I already discussed in class-the evil eye. I do see the practical use and effectiveness of this strategy but try to stay away from using this unless absolutely needed. When I think of this technique I think of my parents and how they use it to control anxiety by means of disappointment. I am not sure if I want to simulate this type of role with my own students, rather make my own path in my students' lives supplemental to parental roles, working towards building personal relationships.
    2. I think this resembles more of a behavioral psychological lens, because the basis of the management philosophy is adjusting student behavior by adding external stimuli, resulting in modified behavior.
    3. I really liked the example Alex and Anita gave with scheduling a time to argue. Not only does this avoid confrontation in front of the class and allowing time to cool off individuals but also adds humor to the situation which may allow it to diffuse that much sooner.

  8. 1. I really liked the whole “disappointment” thing. I think the idea of getting the kids to feel bad for their behavior and taking responsibility to fix it is great. It’s that difference between punishments versus discipline.

    2. I think it is more of a behavioral lens because you are kind of conditioning the students to respond to certain actions that you take, such as the “look” or a small pat on the shoulder.

    3. ]I think I will use the “scheduling” time to talk because I usually get flustered when trying to handle a situation and this can help avoid a power struggle. I will also use the silent communication like a look or moving closer to a student.