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Teaching responsibility through "discipline with love and logic"

13 December 1994


Precisely how is discipline defined? What are some of the classroom approaches to discipline? What do proponents of the various approaches have to say to teachers? These questions are answered in the literature review found in this research paper. The primary purpose of this study, however, was to focus on one specific philosophy of discipline, Discipline with Love and Logic, and how it teaches children responsibility in the elementary school classroom. Observations were conducted in a kindergarten classroom with a teacher who was extensively trained in the Love and Logic philosophies. Prior to any field observations, the following questions guided my mqUIry: 1. What specific techniques or words does the teacher use that follow the Discipline with Love and Logic philosophy? 2. What appear to be the implications for both the teacher and the students when the Discipline with Love and Logic philosophy is used in classroom management? ' Subsequent to field observations and interviews with the teacher, the implication derived from the study was that a positive atmosphere in the classroom was established allowing both the teacher and the children to feel good about themselves. Children were guided in becoming responsible for their own actions through learning how to deal with consequences.


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