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Teachers Network Leadership Institute:
Action Research: Classroom Management & School Culture:
"Stressed" Is "Dessert" Spelled Backwards: Taking the Stress of Discipline Off the Teacher and Placing It on the Student


After spending my first two years of teaching in a constant state of stress, I chose to find a better way to deal with student discipline. I transferred to a new school in my district, not even a mile from my old school, and immediately noticed the more relaxed atmosphere. I also immediately noticed that the students were more disciplined and the teachers didn’t seem to be stressed about the occasional inappropriate behavior.

I discovered that most of the teachers in the school were using a program called Love and Logic. I anticipated that by implementing Love and Logic in my classroom, I would reduce my own stress and develop a class full of students who were responsible for their own behavior.

By using Love and Logic training materials, along with surveys and interviews conducted with teachers at my school, and finally my own personal journal, I discovered some preliminary findings: Teachers who implemented Love and Logic regularly spent less time dealing with discipline than those who used it less frequently. Additionally, teachers who implemented Love and Logic regularly felt less discipline-related stress (in relation to dealing with student behavior as a group or as individuals; designating appropriate consequences; and discussing disciplinary action with students, parents, and administrators) than those who used it less frequently.

With increased knowledge of Love and Logic skills and practices, my own stress level decreased in relation to discipline. As I increased my implementation of Love and Logic in the classroom, my students began to take on more responsibility for their behavior and any resulting consequences. Students also began attempting to work together to solve issues before they became problems.


  • Districts should continue to offer the “9 Essential Skills for the Love and Logic Classroom” course to any interested teacher.
  • Districts should continue to sponsor the Love and Logic Club, which will allow teachers already using Love and Logic to learn new skills and discuss successes and failures with other teachers.
  • Districts should require all new staff to take the “9 Essential Skills” course.
  • Schools should continue to include Love and Logic as part of their achievement plans.
  • State education leaders should promote Love and Logic training to schools and individual teachers as part of professional development.
  • Include Love and Logic training and support as part of the New Teacher Mentor Program.
  • Policy makers should either replace “I Can Do It” (DSEA’s classroom management class) with Love and Logic or offer it as an alternative.
  • State leaders should create an online community for teachers so they can share their successes and failures with others across the state.
  • Education leaders should include Love and Logic in preservice training.

Abby Sipress

3rd Grade
Castle Hills Elementary
New Castle

TNLI Affiliate:

If you would like to learn more about Teachers Network Leadership Institute--Delaware, please e-mail Michael Rasmussen.



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