Teaching with Love and Logic : Taking Control of the Classroom
by Fay, JimEdition: 1st
Format: Paperback
Pub. Date: 1998-03-01
Publisher(s): Love & Logic Pr
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Summary
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. .Discover why Love and Logic works in the school environment and understand the psychological reasons for its effectiveness. Jim Fay and David Funk's truly positive approach and time-tested ideas and strategies will empower teachers to effectively manage classroom dynamics while bringing the joy back to teaching.
Author Biography
Jim Fay has more than 31 years experience as an educator and principal. He is recognized as one of America's top educational consultants and has won many awards in the educational field. David Funk has been involved in education at both the public school and university levels since 1969. He has experience as a teacher, administrator, associate professor, and conference speaker.
Table of Contents
| Acknowledgments | p. iii |
| Preface | p. vii |
| How Does Love and Logic Work? | |
| The Purpose of Love and Logic | p. 3 |
| A Master Makes it Look Easy | p. 3 |
| Creating a Higher Standard of Behavior | p. 6 |
| Great Educators Are Experimenters | p. 7 |
| Confronting the Myths About Discipline | p. 11 |
| To Warn or Not to Warn | p. 11 |
| Immediate Consequences vs. Delayed Consequences | p. 15 |
| Do Students Need to Like Their Teachers? | p. 19 |
| Relationship-Building Experiment | p. 21 |
| The Three Rules of Love and Logic | p. 25 |
| People Learn from Their Own Decisions | p. 26 |
| Use Enforceable Limits | p. 26 |
| Provide Choices Within Limits | p. 28 |
| Apply Consequences with Empathy | p. 35 |
| Finding Time for Love and Logic Discipline | p. 43 |
| Dealing with Discipline on Your Own Terms | p. 43 |
| Short, Sweet Interactions | p. 45 |
| Dealing with Kids Who Feed off Each Other | p. 48 |
| Discipline and Control | p. 55 |
| Norms Teachers Must Face | p. 56 |
| Other Factors That Affect Discipline | p. 61 |
| Internalized Control vs. External Enforcement | p. 63 |
| The Source or the Symptom? | p. 67 |
| Perception and Behavior | p. 71 |
| Our Perception Is Our Reality | p. 71 |
| Self-Worth and the Desire to Avoid Pain | p. 74 |
| Our Field of Awareness | p. 77 |
| Our Sphere of Influence | p. 82 |
| Changing Behavior in the Classroom | p. 89 |
| Principles vs. Systems | p. 99 |
| The Philosophy of Discipline | p. 100 |
| Teaching Without a Thermostat | p. 103 |
| Consistent Reactions or Consistent Outcomes? | p. 105 |
| The Only Rule You Need | p. 107 |
| The Four Key Principles of Love and Logic | |
| Principle 1: The Enhancement of Self-Concept | p. 115 |
| Why is Self-Concept at an All-Time Low? | p. 115 |
| Who We Believe We Are | p. 120 |
| The Role of Implied Messages | p. 124 |
| The Role of Achievement | p. 127 |
| Principle 2: Shared Control | p. 135 |
| From Intimidation to Manipulation | p. 136 |
| From Control to Cooperation | p. 138 |
| Choices Within Limits | p. 142 |
| Avoiding the Cycle of Defiance | p. 150 |
| Principle 3: Consequences with Empathy | p. 157 |
| Making the Decision to Change | p. 158 |
| The Difference Between Consequences and Punishment | p. 163 |
| Guidelines for Administering Consequences | p. 168 |
| Principle 4: Shared Thinking | p. 173 |
| Thinking: Who Does All the Work? | p. 174 |
| The Power of Induced Thinking | p. 175 |
| Trials over Time | p. 181 |
| Anchoring and the Bias Effect | p. 184 |
| Developing the Attitude of Relearning | p. 187 |
| Realities and Myths | |
| Styles of Teaching | p. 195 |
| Helicopters, Drill Sergeants, and Consultants | p. 195 |
| Raising the Odds for Student Learning | p. 199 |
| The Road to Achievement | p. 205 |
| The Joy of Accomplishment | p. 208 |
| Legal Considerations | p. 227 |
| The Bottom Line | p. 227 |
| Educational Malpractice | p. 231 |
| Compelling State Interests | p. 238 |
| Protection from Liability | p. 244 |
| Implementing School Discipline: Systems vs. Principles | p. 249 |
| The Systems Approach | p. 249 |
| Systems Are Difficult to Maintain | p. 255 |
| The Principles Approach | p. 258 |
| Implementing Change | p. 266 |
| Keeping the Process Alive | p. 273 |
| Walled Lake Central High School One School's Approach to Love and Logic | p. 281 |
| Self-Esteem Planning Phase | p. 281 |
| Developing and Practicing the Plan | p. 291 |
| Putting the Plan into Action | p. 293 |
| Classroom Solutions Through Love and Logic Interventions | |
| Breaking the Emotional Spell | p. 309 |
| Getting Them to Fall in Love with You | p. 311 |
| The Evil Eye | p. 315 |
| Moving in on the Student | p. 315 |
| Proximity | p. 316 |
| Eye Contact and the "No" head-shake | p. 317 |
| Let's Talk About This Later | p. 317 |
| Can You Save That? Thanks | p. 318 |
| Changing Location | p. 319 |
| Is This the Right Place for That? | p. 324 |
| "I" Messages | p. 326 |
| Enforceable Statements | p. 337 |
| Providing Choices | p. 338 |
| Removing Student to Time-Out | p. 338 |
| Evaluating Time-Out | p. 348 |
| Use of the Building Administrator | p. 349 |
| Giving an Appointment | p. 353 |
| Creating a New Plan | p. 357 |
| Applying Consequences | p. 359 |
| Informational Letters | p. 361 |
| Systematic Suspension | p. 363 |
| Love and Logic Experiments, Charts, and Tips | |
| Love and Logic Charts | |
| Turn Your Words Into Gold | p. 29 |
| Our Field of Awareness/Our Sphere of Influence | p. 84 |
| The Two Basic Philosophies of Discipline | p. 101 |
| The Cycle of Defiance | p. 153 |
| Guidelines for Student/Teacher Interactions | p. 210 |
| Guidelines for Avoiding Control Battles | p. 214 |
| Guidelines for Utilizing Consequences in the Classroom | p. 217 |
| Love and Logic Tips | |
| Dealing with Power Struggles | p. 8 |
| How to Destroy the Teaching Value of a Logical Consequence | p. 15 |
| Rules for Giving Choices | p. 31 |
| Consequences with Empathy | p. 37 |
| Guiding Students to Solve Their Own Problems | p. 95 |
| Using Negative Assertion | p. 121 |
| Using Negative Assertion and Broken Record | p. 122 |
| Gaining Control by Giving Some Away | p. 143 |
| Thinking Words and Fighting Words | p. 146 |
| Choices vs. Threats | p. 151 |
| Possible Choices in the Classroom | p. 154 |
| Punishment vs. Discipline | p. 170 |
| Four Steps to Responsibility | p. 189 |
| Styles of Teaching | p. 198 |
| Affordable Price Tags | p. 219 |
| A Core of Beliefs | p. 259 |
| When Consequences Don't Work | p. 277 |
| Setting Limits | p. 286 |
| Better Ways to Say "No" | p. 294 |
| Supportive Theory and Research for Teaching With Love and Logic | p. 367 |
| Research and Readings | p. 373 |
| References | p. 390 |
| Index | p. 391 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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