Teaching with love & logic : taking control of the classroom

Teaching with love & logic Taking control of the classroom

Jim Fay

Book - 1995

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Subjects
School discipline.
Classroom management.
Published
Golden, CO : Love and Logic Press c1995.
Language
English
Main Author
Jim Fay (-)
Other Authors
David Funk, 1946- (-)
Edition
1st ed
Physical Description
xv, 399 p. 24 cm
Bibliography
Includes bibliographical references (p. 373-390) and index.
ISBN
9780944634295
  • Acknowledgments
  • Preface
  • Part 1. How Does Love and Logic Work?
  • 1.. The Purpose of Love and Logic
  • A Master Makes it Look Easy
  • Creating a Higher Standard of Behavior
  • Great Educators Are Experimenters
  • 2.. Confronting the Myths About Discipline
  • To Warn or Not to Warn
  • Immediate Consequences vs. Delayed Consequences
  • Do Students Need to Like Their Teachers?
  • Relationship-Building Experiment
  • 3.. The Three Rules of Love and Logic
  • People Learn from Their Own Decisions
  • Use Enforceable Limits
  • Provide Choices Within Limits
  • Apply Consequences with Empathy
  • 4.. Finding Time for Love and Logic Discipline
  • Dealing with Discipline on Your Own Terms
  • Short, Sweet Interactions
  • Dealing with Kids Who Feed off Each Other
  • 5.. Discipline and Control
  • Norms Teachers Must Face
  • Other Factors That Affect Discipline
  • Internalized Control vs. External Enforcement
  • The Source or the Symptom?
  • 6.. Perception and Behavior
  • Our Perception Is Our Reality
  • Self-Worth and the Desire to Avoid Pain
  • Our Field of Awareness
  • Our Sphere of Influence
  • Changing Behavior in the Classroom
  • 7.. Principles vs. Systems
  • The Philosophy of Discipline
  • Teaching Without a Thermostat
  • Consistent Reactions or Consistent Outcomes?
  • The Only Rule You Need
  • Part 2. The Four Key Principles of Love and Logic
  • 8.. Principle 1: The Enhancement of Self-Concept
  • Why is Self-Concept at an All-Time Low?
  • Who We Believe We Are
  • The Role of Implied Messages
  • The Role of Achievement
  • 9.. Principle 2: Shared Control
  • From Intimidation to Manipulation
  • From Control to Cooperation
  • Choices Within Limits
  • Avoiding the Cycle of Defiance
  • 10.. Principle 3: Consequences with Empathy
  • Making the Decision to Change
  • The Difference Between Consequences and Punishment
  • Guidelines for Administering Consequences
  • 11.. Principle 4: Shared Thinking
  • Thinking: Who Does All the Work?
  • The Power of Induced Thinking
  • Trials over Time
  • Anchoring and the Bias Effect
  • Developing the Attitude of Relearning
  • Part 3. Realities and Myths
  • 12.. Styles of Teaching
  • Helicopters, Drill Sergeants, and Consultants
  • Raising the Odds for Student Learning
  • The Road to Achievement
  • The Joy of Accomplishment
  • 13.. Legal Considerations
  • The Bottom Line
  • Educational Malpractice
  • Compelling State Interests
  • Protection from Liability
  • 14.. Implementing School Discipline: Systems vs. Principles
  • The Systems Approach
  • Systems Are Difficult to Maintain
  • The Principles Approach
  • Implementing Change
  • Keeping the Process Alive
  • 15.. Walled Lake Central High School One School's Approach to Love and Logic
  • Self-Esteem Planning Phase
  • Developing and Practicing the Plan
  • Putting the Plan into Action
  • Part 4. Classroom Solutions Through Love and Logic Interventions
  • Breaking the Emotional Spell
  • Getting Them to Fall in Love with You
  • 1.. The Evil Eye
  • 2.. Moving in on the Student
  • 3.. Proximity
  • 4.. Eye Contact and the "No" head-shake
  • 5.. Let's Talk About This Later
  • 6.. Can You Save That? Thanks
  • 7.. Changing Location
  • 8.. Is This the Right Place for That?
  • 9.. "I" Messages
  • 10.. Enforceable Statements
  • 11.. Providing Choices
  • 12.. Removing Student to Time-Out
  • 13.. Evaluating Time-Out
  • 14.. Use of the Building Administrator
  • 15.. Giving an Appointment
  • 16.. Creating a New Plan
  • 17.. Applying Consequences
  • 18.. Informational Letters
  • 19.. Systematic Suspension
  • Part 5. Love and Logic Experiments, Charts, and Tips
  • Love and Logic Charts
  • Turn Your Words Into Gold
  • Our Field of Awareness/Our Sphere of Influence
  • The Two Basic Philosophies of Discipline
  • The Cycle of Defiance
  • Guidelines for Student/Teacher Interactions
  • Guidelines for Avoiding Control Battles
  • Guidelines for Utilizing Consequences in the Classroom
  • Love and Logic Tips
  • Tip #1. Dealing with Power Struggles
  • Tip #2. How to Destroy the Teaching Value of a Logical Consequence
  • Tip #3. Rules for Giving Choices
  • Tip #4. Consequences with Empathy
  • Tip #5. Guiding Students to Solve Their Own Problems
  • Tip #6A. Using Negative Assertion
  • Tip #6B. Using Negative Assertion and Broken Record
  • Tip #7. Gaining Control by Giving Some Away
  • Tip #8. Thinking Words and Fighting Words
  • Tip #9. Choices vs. Threats
  • Tip #10. Possible Choices in the Classroom
  • Tip #11. Punishment vs. Discipline
  • Tip #12. Four Steps to Responsibility
  • Tip #13. Styles of Teaching
  • Tip #14. Affordable Price Tags
  • Tip #15. A Core of Beliefs
  • Tip #16. When Consequences Don't Work
  • Tip #17. Setting Limits
  • Tip #18. Better Ways to Say "No"
  • Supportive Theory and Research for Teaching With Love and Logic
  • Research and Readings
  • References
  • Index

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