Love and Logic Tips - Questions to Invoke Critical Thought

This year, in particular, I have heard about how important it is to build critical thinking and problem solving within our kids.  More and more, CEOs, bosses and administrators are looking less for someone who had a really high GPA, but more for candidates who have the ability to think on their feet, utilize multiple perspectives, and are able to find creative strategies for solving real life problems.  Our staff has been consistently discussing ways we can build critical thinking - strategic questioning, design challenges, and thinking about our thinking (metacognition).  I came across these tips from Love and Logic (http://www.loveandlogic.com/) and wanted to share.  I encourage everyone to subscribe to their weekly emails - full of helpful tips - and give yourself some time to check out the website.  See below for tips or check out this site:  http://www.mynewsletterbuilder.com/email/newsletter/1411144641.

The more questions we ask,

the better thinkers our kids will become.

 

People who understand Love and Logic also understand that the human brain seeks closure. When we use plenty of questions, children's brains are so busy searching for closure that they have less energy left over for power-struggles.

 

The more questions we ask,

the fewer power-struggles we will have.

 

Kids grow the healthiest and strongest brains when they're fortunate to spend time around adults who say things like:

• "I don't know. What do you think?"

• "Are you sure that's the best idea?"

• "How do you think that's going to work out for you?"

• "Would you like to hear what some other kids have tried?"

• "Do you think that's going to work out well or ________?"

• "What do you think you are going to do?"

• "Which one of these is the best solution to your problem?"

• "Do you have enough money to pay for any possible damage?"

• "Is that a wise decision?"

In our audio Raising the Odds for Responsible Behavior, we teach a variety of additional tools for giving children the gift of good thinking skills. Perhaps the quickest way to start giving this gift is to get into the habit of asking instead of telling.

 

Thanks for reading! Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.

 

Dr. Charles Fay

 

 

©2011 Love and Logic Institute, Inc. All copyright infringement laws apply. Permission granted for forwarding and/or for a single photocopy or electronic reproduction of one email tip only. Please do not alter or modify. For more information, call the Love and Logic Institute, Inc. at 800-338-4065.

Chapter 3: The Seven Basic Discipline Skills

As a counselor, I always prided myself on using positive self talk and being so aware of my own behaviors and thoughts.  This summer, however, a trusted friend was able to tell me, "you are so hard on yourself."  I had never really heard it, until then.  I started being very aware of the things I was telling myself on a day to day basis - "don't screw this up," "what if...," or "I knew better than that" - things I would never think about saying to a loved one, especially a child.  I realized that for me to truly own my own behavior, attitude and thoughts, I needed to begin talking to myself as I would a friend. 

As I was reading this chapter, I kept going back to how MY self-talk directly relates to how I respond to a child.  In order for me to teach children with love, I need to start treating myself with love as well.  While I am still working on it, I am very pleased to say that through my changing self-talk, I have been feeling much more content with me (and all of my mistakes) and more available to really work with my students. 

Bailey describes "discipline encounters" as moments where teaching needs to occur but carefully does not refer to these moments as problems, misbehaviors or issues.  I love the idea that it is our job as adults to distinguish between our children's wants and needs.  Some needs I notice often in school is for children to learn how to delay gratification, handle disappointment and build patience (let's be honest, don't we all still have those needs?!).  Instead of focusing upon getting the child to accept that something is not possible, I love this concept that we can teach these specific skills.

Some questions to guide your responses... though we  have none so far.  Please contribute!!
-On page 52, Bailey discusses the tools that most parents use.  Which tools did you experience as a kid, and which ones are you still using?
-What are some of your "what ifs?"
-Do you agree/disagree with the anatomy of the discipline encounter?  Would you make any changes to it?
-Share any connections!