COURSE TITLE:
SETTING LIMITS: A Love & Logic Approach To Classroom Management
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
SUZANNE WARNER, M.S.
sw11235@yahoo.com
503.617.6432
60
60
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition
___ #1: Read Chapter 1. Write a 1-2 page paper. Send to instructor.
___ #2: Read Chapter s 2 & 3. Write a 1-2 page paper. Send to instructor.
___ #3: Read Chapter 4. Write a 1-2 page paper. Send to instructor.
___ #4: Read Chapter 5. Write a 1-2 page paper. Send to instructor.
___ #5: Read Chapter 6 & 7. Write a 1-2 page paper. Send to instructor.
___ #6: Read Chapter 8, 9 & 10. Write a 1-2 page paper. Send to instructor.
___ #7: Read Chapter 11. Write a 1-2 page paper. Send to instructor.
___ #8: Read Chapter 12 & 13. Write a 1-2 page paper. Send to instructor.
___ #9: Read Chapter 14 & 15. Write a 1-2 page paper. Send to instructor.
___ #10: Read Chapter 16, 17 & 18. Write a 1-2 page paper. Send to instructor.
___ #11: Read articles from www.loveandlogic.com. Write a 1-2 page paper. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs, then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application
___ #12: Interview teachers and write a 2-3 page paper. Send to instructor.
___ #13: Implement what you learned. Evaluate and write a 2-page summary. Send to instructor.
500 LEVEL ASSIGNMENT
___ #14: In addition to the 400 level assignments, complete one of the following and send to instructor:
• Create a PowerPoint Presentation to be used at an in-service.
• Mentor a colleague in the Setting Limits philosophy. Write a 2-3 page paper.
• Read one of the books listed in the bibliography. Write a 2-3 page summary.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper
___ #15: Complete a 2-3 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructor’s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
Setting Limits
1
Rev 10/20/2015
COURSE TITLE:
SETTING LIMITS: A Love & Logic Approach To Classroom Management
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
INSTRUCTOR:
SUZANNE WARNER, M.S.
503.617.6432
sw11235@yahoo.com
WA CLOCK HRS:
OREGON PDUs:
60
60
COURSE DESCRIPTION
This independent study course focuses on putting the teacher in control of the classroom. The list of
obstacles facing today’s teachers is enormous and this class will teach you alternatives to the typical
methods that leave teachers feeling worn down and unsuccessful. This class will teach you how to:
• Eliminate power struggles and handle disruptions quickly
• Establish a climate of cooperation and respect
• Use natural and logical consequences to support your rules
• Conduct proactive, focused parent conferences
Ultimately, the result will be a more cohesive classroom – one where students enjoy learning, the need for
discipline is reduced, and more teaching can occur everyday. This class is appropriate for teachers of
grades K-12.
The text is available new at www.amazon.com, for about $11 plus shipping.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Learn how to teach their rules so students will learn their rules.
2. Understand how to maintain control of their classrooms, yet allow students choice and
responsibility.
3. Be able to create clear rules and guidelines for their classroom, with logical and natural
consequences that are clear to students.
4. Learn how to stop power struggles with students before they begin.
5. Understand how to create a classroom of responsible students – responsible for their learning
and responsible for their behavior.
6. Be able to create a more respectful, caring, productive classroom.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 60 Washington State Clock Hours or 60 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
Setting Limits
2
Rev 10/20/2015
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT:
Setting Limits in the Classroom by Robert J. MacKenzie, Ed.D. ISBN: 0-7615-1675-1.
Can find at www.amazon.com or www.half.com for around $11 new or $7 used.
MATERIALS FEE:
• No additional fee above required text.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Setting Limits
3
Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 10/20/2015
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Read Chapter 1, “Creating Structure That Works,” pages 1-30 and answer the following questions in a 1 2 page paper:
1. How much time do you currently set aside at the beginning of each year for teaching your rules,
expectations and classroom procedures? What changes do you intend to make?
2. What are your expectations regarding your students’ work habits and organizational skills? How do
you teach these skills? How do you communicate your expectations to parents?
3. What steps can you take to enlist parent support and cooperation?
4. What factors do you take into consideration when developing a seating plan?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #1’.
Assignment #2:
Read Chapter 2, “How Teachers Teach Their Rules,” and Chapter 3, “How Children Learn Your Rules,”
pages 31 – 79 and answer the following questions in a 1 - 2 page paper:
1. How would you identify your guidance approach? Are you permissive, punitive, autocratic, or a
mixture? Do you tend to be more democratic? Describe the specific things you do and say when your
students misbehave. Then, diagram the steps and ask for feedback from others. Does the feedback
validate your perception?
2. Is your guidance approach a good match for all of your students or does it predispose you to certain
types of conflicts with certain types of students?
3. Why do students test limits? How does temperament influence limit-testing and learning styles? What
are the different ways that compliant and strong-willed students test limits?
4. How do you respond to aggressive researchers in you class? Do you sometimes personalize their
aggressive research? How do you react to their disrespectful attitude?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #2’.
Assignment #3:
Read Chapter 4, “The Classroom Dance of Ineffective Discipline,” pages 80-101 and answer the following
questions in a 1 - 2 page paper:
1. Think of a classroom dance in which you have been involved and diagram the steps that you usually
take to handle classroom misbehavior.
• How do you feel when you start the dance?
• Analyze your dance – are you permissive? Punitive? Mixed? How about your stress level – Low?
Moderate? High? How do you feel when in the dance?
• How do students usually respond to your actions? Cooperate? Become angry? Retaliate?
• What changes do you need to make to become more effective? Draw a new diagram reflecting
these changes.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #3’.
Assignment #4:
Read Chapter 5, “Are Your Limits Firm or Soft?,” pages 101-121 and answer the following in 1-2 pages:
1. What are teachers really saying when they repeat and remind students to cooperate?
2. Why are speeches and lectures not meaningful consequences for many students? What is missing
from these messages?
3. What messages do we send students when we ignore misbehavior in the classroom?
4. When we argue, bargain, or negotiate with students about our rules, what are we really saying about
our authority?
5. What are the disadvantages of using bribes and rewards to gain cooperation in the classroom?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #4’.
Setting Limits
4
Rev 10/20/2015
Assignment #5:
Read Chapter 6, “How to Be Clear with Your Words,” and Chapter 7, “Stopping Power Struggles Before
They Begin,” pages 122 – 149 and answer the following questions in a 1 - 2 page paper:
1. Situation: James, a seventh grader, is annoyed with the student who sits behind him. James turns
around and swears at the student and calls him names. The teacher intervenes and says, “James, I
wonder what the principal would think if she heard that kind of language. Do you think we can allow
students to talk that way in class? Come on, think for a change.” Analyze the teacher’s message – is
it clear and specific? Is the focus on the behavior? Is the message communicated with matter-or-fact
terms? Does James have all the information needed to correct his behavior? Finally, replace the
ineffective message with a clear message for James.
2. Situation: There are ten minutes until recess and Jana, a second grader, hasn’t begun to copy her
spelling words from the board. Her teacher suspects Jana is trying to avoid the task altogether. How
should the teacher handle this?
3. Situation: Keenan, a tenth grader, gets caught texting during instruction. When the teacher asks
Keenan to hand over the cell phone, Keenan apologizes and pleads for a second chance. How
should the teacher handle this?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #5’.
Assignment #6:
Read Chapter 8, “How to Support Your Rules with Consequences,” Chapter 9, “Natural Consequences,”
and Chapter 10, “Logical Consequences,” pages 150 – 194; Answer the following in 1-2 pages:
1. Why are consequences a necessary element in the teaching and learning process? What
differentiates logical consequences from punitive consequences?
2. What problems can you anticipate when the classroom teacher and office administration and/or staff
operate from very different guidance models?
3. What are the natural consequences associate with cheating? Stealing? Name-calling? Humiliating
others?
4. What types of consequences do you use to handle problems such as disruption, attention seeking,
unacceptable language, tardiness, truancies, or hurtful behavior? Are your consequences logically
related to the unacceptable behavior? How do your compliant students respond? How do your strongwilled students respond?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #6’.
Assignment #7:
Read Chapter 11, “Two-Stage Time-Out,” on pages 195-214 and answer the following questions in a 1 - 2
page paper:
1. What are the goals of a time-out? What target behaviors are appropriate and inappropriate for timeout?
2. When should you use a Stage 2 in the time-out process?
3. What should you say or do when students refuse to go to the time-out area?
4. What should you do and say when the time-out is over?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #7’.
Assignment #8:
Read Chapter 12, “Managing Extreme Behavior,” and Chapter 13, “Using the Office for Back-Up Support,”
pages 215 – 235 and answer the following questions in a 1 - 2 page paper:
1. Why are cool downs such an important step in crisis management? What purpose do they serve?
What happens if we neglect this step and move in too quickly to problem solving?
2. How consistent is your staff with regard to their guidance and discipline practices? If they’re not
consistent, what problems does this create for your site administrator and other staff members?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #8’.
Setting Limits
5
Rev 10/20/2015
Assignment #9:
Read Chapter 14, “Inspiring Cooperation with Positive Motivation,” and Chapter 15, “Using PAT: A
Motivational Gift That Keeps on Giving,” pages 236 – 263 and answer the following questions in a 1 - 2
page paper:
1. Can you identify your motivational style? What types of motivational messages do you use in the
classroom? Are they positive or negative messages? Do you spend as much time catching your
students being good as you do catching them being bad? Is your motivational approach effective with
compliant, strong-willed and those in-between students?
2. Generate a list of possible PAT activities your students might enjoy. How should you approach this
topic? What types of learning activities are fun for you?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #9’.
Assignment #10:
Read Chapter 16, Teaching Skills, Chapter 17, “Solving Problems with Homework,” and Chapter 18,
“Developing a Schoolwide Guidance Plan,” pages 264 – 322 and answer the following questions in a 1 - 2
page paper:
1. Make a list of situations in which you use consequences to manage recurring misbehavior. How can
you improve these situations by teaching your students the skills they need to behave acceptably?
What steps should you take?
2. What steps can you take in the classroom to help your students develop goo d homework habits?
3. Is an F-grade for incomplete homework an effective natural consequence for all students? If not,
why?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #10’.
Assignment #11:
1. Read at least three articles from Love and Logic’s Online Articles:
www.loveandlogic.com/articles.html#twelve.
2. Write a 1 – 2 page paper comparing and contrasting the philosophy of what you have learned in the
Setting Limits in the Classroom text with your chosen articles.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #11’.
This completes the assignments required for Washington Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
Setting Limits
6
Rev 10/20/2015
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher doing this course
during the summer, please apply your ideas with youth from your neighborhood, at a local public library or
parks department facility (they will often be glad to sponsor community-based learning), or with students
in another teacher’s summer-session classroom.
Assignment #12: (Required for 400 and 500 Level)
1. Interview 2-3 teachers in your building who you think do well with negative classroom behaviors and
have few disciplinary issues.
2. Write a 2-3 page paper documenting what they said with a reflection of how you might incorporate
their strategies into your classroom.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #12’.
Assignment #13: (Required for 400 and 500 Level)
1. Implement what you learned from Setting Limits in the Classroom into your own classroom.
2. After a 2 to 3 week period, evaluate the effectiveness of the strategies that you used.
3. Share any thoughts you have about what went well, what was challenging and any additional
strategies you might try. Write a 2-3 page paper.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #13’.
500 LEVEL ASSIGNMENT
Assignment #14: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A): Create a PowerPoint presentation about Setting Limits in the Classroom that could be used as
an in-service for colleagues in your school.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #14-A’.
OR
Option B) Mentor one other teacher in the methods and information from this class and observe her/him
in the classroom. Write a 2-3 page paper summarizing your observation and results of how s/he
incorporated the strategies of setting limits.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #14-B’.
OR
Option C): Read one of the books listed in the bibliography of this syllabus or the textbook. Write a 2-3
page reflection comparing the premise of your chosen book to that of Setting Limits in the Classroom.
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #14-C’.
Continue to the next section for additional assignments required for University Quarter Credit.
Setting Limits
7
Rev 10/20/2015
FINAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #15: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: sw11235@yahoo.com, Subject line to read ‘Limits #15’.
INSTRUCTOR COMMENTS ON YOUR WORK:
• Please indicate by email to the instructor if you would like to receive comments on your assignments.
• You are welcome to “group” your assignments and submit at one time. You may submit all
assignments from Section A, Information Acquisition (Assignments 1-11) in one grouping,
assignments from Section B, Learning Application (Assignments 12-13) in one grouping, and
Assignments14 (if you are taking this for 500-level credit) and 15 (the Integration Paper) in one
grouping.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New
York in 1992. She has taught mathematics in both the middle school and high school settings, most
recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents
regarding her teaching and classroom management skills. Her students enjoy learning in a respectful,
productive environment, where each student is in control of her/his own learning and behaviors. She
strongly believes that all students want to do well, and creates a teaching environment for them to
succeed.
Setting Limits
8
Rev 10/20/2015
SETTING LIMITS: A Love & Logic Approach To Classroom Management
BIBLIOGRAPHY
st
Fay, Jim and David Funk, Teaching with Love and Logic, Taking Control of the Classroom, 1 Edition,
Love and Logic Press, 1995, paperback, 399 pages, ISBN: 978-0944634486
Teachers often find themselves facing a variety of classroom situations never covered in initial training.
This valuable resource helps teachers increase skills, enhance professional development and maximize
classroom learning time.
Marshall, Marvin, Discipline Without Stress, Punishments or Rewards: How Teachers and Parents
nd
Promote Responsibility and Learning, 2 Edition, Piper Press, 2007, hardcover, 309 pages, ISBN: 9780970060629
A blending of three subject fields - education, parenting, and personal growth - this work is replete with
helpful suggestions that show both teachers and parents how to heighten positive thinking in school or at
home, give students and other family members the power to choose, and discover productive means of
reflection and self-evaluation.
rd
Nelson, Jane, Lynn Lott, and H. Stephen Glenn, Positive Discipline in the Classroom, 3 Edition,
Three Rivers Press, 2000, paperback, 272 pages, ISBN: 978-0761524212
This philosophy is used as a foundation for fostering cooperation, problem-solving skills, and mutual
respect in children.
Rubenstein, Gary, Reluctant Disciplinarian: Advice on Classroom Management from a Softy Who
nd
Became (Eventually) a Successful Teacher, 2 Edition, Cottonwood Press, 2010, paperback, 176 pages,
ISBN: 978-1936162154
Based on the author's disastrous first year of teaching—which began with no classroom-management
skills—this humorous personal account offers clear and specific advice on how to become an adept
classroom manager.
st
Sornson, Robert, Creating Classrooms Where Teachers Love to Teach and Students Love to Learn, 1
Edition, Love and Logic Press, 2005, paperback, 180 pages, ISBN: 978-1930429871
Develop school cultures where students feel safe, connected, and ready to learn. Learn to set limits in the
classroom without anger. Create a culture of learning among faculty and parents. Build strong
connections between home and school.
Sprick, Randall S., Discipline in the Secondary Classroom: A Positive Approach to Behavior
nd
Management, 2 Edition, Jossey-Bass, 2008, paperback, 304 pages, ISBN: 978-0470422267
Classroom management guru Randall Sprick offers practical strategies for beginning the school year,
organizing the classroom for success, and establishing rules and behavior expectations for students. He
also provides scores of helpful tips gathered from successful classroom teachers or gleaned from the
latest educational research.
Setting Limits
9
Rev 10/20/2015