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.

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.

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
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