Teaching with Love and Logic : Taking Control of the Classroom

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  • Format: Paperback
  • Copyright: 1998-03-01
  • Publisher: Love and Logic

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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

Acknowledgmentsp. iii
Prefacep. vii
How Does Love and Logic Work?
The Purpose of Love and Logicp. 3
A Master Makes it Look Easyp. 3
Creating a Higher Standard of Behaviorp. 6
Great Educators Are Experimentersp. 7
Confronting the Myths About Disciplinep. 11
To Warn or Not to Warnp. 11
Immediate Consequences vs. Delayed Consequencesp. 15
Do Students Need to Like Their Teachers?p. 19
Relationship-Building Experimentp. 21
The Three Rules of Love and Logicp. 25
People Learn from Their Own Decisionsp. 26
Use Enforceable Limitsp. 26
Provide Choices Within Limitsp. 28
Apply Consequences with Empathyp. 35
Finding Time for Love and Logic Disciplinep. 43
Dealing with Discipline on Your Own Termsp. 43
Short, Sweet Interactionsp. 45
Dealing with Kids Who Feed off Each Otherp. 48
Discipline and Controlp. 55
Norms Teachers Must Facep. 56
Other Factors That Affect Disciplinep. 61
Internalized Control vs. External Enforcementp. 63
The Source or the Symptom?p. 67
Perception and Behaviorp. 71
Our Perception Is Our Realityp. 71
Self-Worth and the Desire to Avoid Painp. 74
Our Field of Awarenessp. 77
Our Sphere of Influencep. 82
Changing Behavior in the Classroomp. 89
Principles vs. Systemsp. 99
The Philosophy of Disciplinep. 100
Teaching Without a Thermostatp. 103
Consistent Reactions or Consistent Outcomes?p. 105
The Only Rule You Needp. 107
The Four Key Principles of Love and Logic
Principle 1: The Enhancement of Self-Conceptp. 115
Why is Self-Concept at an All-Time Low?p. 115
Who We Believe We Arep. 120
The Role of Implied Messagesp. 124
The Role of Achievementp. 127
Principle 2: Shared Controlp. 135
From Intimidation to Manipulationp. 136
From Control to Cooperationp. 138
Choices Within Limitsp. 142
Avoiding the Cycle of Defiancep. 150
Principle 3: Consequences with Empathyp. 157
Making the Decision to Changep. 158
The Difference Between Consequences and Punishmentp. 163
Guidelines for Administering Consequencesp. 168
Principle 4: Shared Thinkingp. 173
Thinking: Who Does All the Work?p. 174
The Power of Induced Thinkingp. 175
Trials over Timep. 181
Anchoring and the Bias Effectp. 184
Developing the Attitude of Relearningp. 187
Realities and Myths
Styles of Teachingp. 195
Helicopters, Drill Sergeants, and Consultantsp. 195
Raising the Odds for Student Learningp. 199
The Road to Achievementp. 205
The Joy of Accomplishmentp. 208
Legal Considerationsp. 227
The Bottom Linep. 227
Educational Malpracticep. 231
Compelling State Interestsp. 238
Protection from Liabilityp. 244
Implementing School Discipline: Systems vs. Principlesp. 249
The Systems Approachp. 249
Systems Are Difficult to Maintainp. 255
The Principles Approachp. 258
Implementing Changep. 266
Keeping the Process Alivep. 273
Walled Lake Central High School One School's Approach to Love and Logicp. 281
Self-Esteem Planning Phasep. 281
Developing and Practicing the Planp. 291
Putting the Plan into Actionp. 293
Classroom Solutions Through Love and Logic Interventions
Breaking the Emotional Spellp. 309
Getting Them to Fall in Love with Youp. 311
The Evil Eyep. 315
Moving in on the Studentp. 315
Proximityp. 316
Eye Contact and the "No" head-shakep. 317
Let's Talk About This Laterp. 317
Can You Save That? Thanksp. 318
Changing Locationp. 319
Is This the Right Place for That?p. 324
"I" Messagesp. 326
Enforceable Statementsp. 337
Providing Choicesp. 338
Removing Student to Time-Outp. 338
Evaluating Time-Outp. 348
Use of the Building Administratorp. 349
Giving an Appointmentp. 353
Creating a New Planp. 357
Applying Consequencesp. 359
Informational Lettersp. 361
Systematic Suspensionp. 363
Love and Logic Experiments, Charts, and Tips
Love and Logic Charts
Turn Your Words Into Goldp. 29
Our Field of Awareness/Our Sphere of Influencep. 84
The Two Basic Philosophies of Disciplinep. 101
The Cycle of Defiancep. 153
Guidelines for Student/Teacher Interactionsp. 210
Guidelines for Avoiding Control Battlesp. 214
Guidelines for Utilizing Consequences in the Classroomp. 217
Love and Logic Tips
Dealing with Power Strugglesp. 8
How to Destroy the Teaching Value of a Logical Consequencep. 15
Rules for Giving Choicesp. 31
Consequences with Empathyp. 37
Guiding Students to Solve Their Own Problemsp. 95
Using Negative Assertionp. 121
Using Negative Assertion and Broken Recordp. 122
Gaining Control by Giving Some Awayp. 143
Thinking Words and Fighting Wordsp. 146
Choices vs. Threatsp. 151
Possible Choices in the Classroomp. 154
Punishment vs. Disciplinep. 170
Four Steps to Responsibilityp. 189
Styles of Teachingp. 198
Affordable Price Tagsp. 219
A Core of Beliefsp. 259
When Consequences Don't Workp. 277
Setting Limitsp. 286
Better Ways to Say "No"p. 294
Supportive Theory and Research for Teaching With Love and Logicp. 367
Research and Readingsp. 373
Referencesp. 390
Indexp. 391
Table of Contents provided by Syndetics. All Rights Reserved.

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