Teaching with love & logic : taking control of the classroom

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Jim Fay's latest effort is destined to become an essential resource for today's teachers who face a variety of classroom and discipline challenges never covered in their initial training.

Acknowledgments	p. iii
Preface	p. vii
Part 1 How Does Love and Logic Work?
1. 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
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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
Part 2 The Four Key Principles of Love and Logic
8. 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
9. 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
10. 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
11. 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
Part 3 Realities and Myths
12. 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
13. Legal Considerations	p. 227
The Bottom Line	p. 227
Educational Malpractice	p. 231
Compelling State Interests	p. 238
Protection from Liability	p. 244
14. 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
15. 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
Part 4 Classroom Solutions Through Love and Logic Interventions
Breaking the Emotional Spell	p. 309
Getting Them to Fall in Love with You	p. 311
1. The Evil Eye	p. 315
2. Moving in on the Student	p. 315
3. Proximity	p. 316
4. Eye Contact and the "No" head-shake	p. 317
5. Let's Talk About This Later	p. 317
6. Can You Save That? Thanks	p. 318
7. Changing Location	p. 319
8. Is This the Right Place for That?	p. 324
9. "I" Messages	p. 326
10. Enforceable Statements	p. 337
11. Providing Choices	p. 338
12. Removing Student to Time-Out	p. 338
13. Evaluating Time-Out	p. 348
14. Use of the Building Administrator	p. 349
15. Giving an Appointment	p. 353
16. Creating a New Plan	p. 357
17. Applying Consequences	p. 359
18. Informational Letters	p. 361
19. Systematic Suspension	p. 363
Part 5 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
Tip #1 Dealing with Power Struggles	p. 8
Tip #2 How to Destroy the Teaching Value of a Logical Consequence	p. 15
Tip #3 Rules for Giving Choices	p. 31
Tip #4 Consequences with Empathy	p. 37
Tip #5 Guiding Students to Solve Their Own Problems	p. 95
Tip #6A Using Negative Assertion	p. 121
Tip #6B Using Negative Assertion and Broken Record	p. 122
Tip #7 Gaining Control by Giving Some Away	p. 143
Tip #8 Thinking Words and Fighting Words	p. 146
Tip #9 Choices vs. Threats	p. 151
Tip #10 Possible Choices in the Classroom	p. 154
Tip #11 Punishment vs. Discipline	p. 170
Tip #12 Four Steps to Responsibility	p. 189
Tip #13 Styles of Teaching	p. 198
Tip #14 Affordable Price Tags	p. 219
Tip #15 A Core of Beliefs	p. 259
Tip #16 When Consequences Don't Work	p. 277
Tip #17 Setting Limits	p. 286
Tip #18 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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