1. Teaching with Love and Logic Jim Fay and David Funk
Danielle Patinka, Ashley Harris, Ashley Hunter, and Catherine Jenkins

2. Jim Fay Over 31 years in education Three decades of consulting
Co- author of the book Teaching with Love and Logic as well as multiple other books, videos and audios.

3. David Funk Educator since 1969
Taught in regular and special education classrooms
Co-author, with Jim Fay, of Teaching with Love and Logic, and the author of Love and Logic Solutions for Kids with Special Needs.

4. Love and Logic
It is essential to structure the classroom in a way that will build positive relationships with children. The structure teaches students responsibility and self-discipline in a way that portrays the message that adults care.

5. Philosophy
“The Love and Logic philosophy teaches character. Character is built out of a formula that involves three things: A child making a mistake, an adult feeling empathy and compassion for the child, and the child learning from the consequences of his or her actions.“(Fay & Funk, 1995).

6. Four Basic Principles Share control Share thinking
Balance consequences with empathy
Maintain self- concept

7. Three Basic Rules - Classroom Discipline
Use enforceable limits
Teacher tells students how she plans to run her life by using enforceable statements. The teacher is not telling the students how to run their lives.
Provide choices within limits
Students are provided with choices throughout the day creating a savings account from which the teacher can withdraw (assert control) when necessary.
Apply consequences with empathy
No reprimands or anger

8. 9 Essential Skills for the Love and Logic Classroom
Neutralize student arguing
Delay consequences for positive learning
Hand the child's problem back using empathy and consequences
The Recovery Process - preserve the learning environment
Developing positive teacher/student relationships
Setting limits with enforceable statements
Use choices to prevent power struggles
Learn quick and easy preventative interventions for discipline
Guide students to own and solve problems.

9. Misbehavior
Misbehavior can be attributed to the student’s need to feel in control. Misbehavior can be curbed by implementing the 9 essential skills, two of the most important being, offering students acceptable choices and responding to consequences in an empathetic manner. Educators that use these strategies treat children with respect and dignity.

10. Behaviors
Students are in control of their actions, act responsibly, and are able to make proper decisions.
Students understand that when given two choices they must choose within ten seconds otherwise the teacher will make the choice for them.
Students understand that there are consequences for misbehavior.

11. Implications for Diversity
The first key principle in the Love and Logic theory of discipline is “a student’s self-concept needs to be either maintained or enhanced.” This belief parallels with a culturally responsive classroom because they both value students and work to make them feel comfortable, appreciated, and capable.
The theorists believe that achievement and behavior are highly related to self concept.
The teacher is a model in this theory. They should act, think, and speak in a way that has a positive effect on students. Research shows that in a culturally responsive classroom the teacher must create a safe, supportive classroom because it affects student motivation and achievement (Jones V. and Jones L., 2009).

12. Implications for Diversity
Fay and Funk describe a developing a “bank account of shared power” in their discipline theory (Davies, 2004). To receive student cooperation teachers must give students many choices throughout the day. In a culturally responsive classroom a “positive behavior bank account” is put into practice (Jones V. and Jones L., 2009). Teachers need to have positive interactions with students in order for students to respond positively to teacher requests.

13. Implications for Diversity
The Teaching with Love and Logic theory focuses heavily on interactions between people.
The Three Legged Table is a support construct provided in this theory:
Leg 1: “I am loved by the magic people in my life.”
Leg 2: “I know more about my strengths than my weaknesses.”
Leg 3: “I can handle the consequences of my own behavior.”
This support construct mirrors the beliefs and values of a culturally responsive classroom. All students know they are appreciated, they understand themselves as learners, and they are responsible for their behavior.

14. Rewards
In this discipline theory students are rewarded by having choices and control in the classroom.
Choices Within Limits
Teachers and students must share control.
There must be limits to the choices because they “determine the boundary of our security.”
Without limits students will feel anxious.
The most important thing to remember is how the limits are set strongly impact the relationship between teacher and student.
Teachers must use thinking words instead of fighting words.

15. Rewards
Fay and Funk believe when choices are given in the proper manner teachers are sharing control of the classroom with students.
They state that choices:
1) Must be legitimate.
2) Choices need to be equally acceptable to both parties. Do not offer choices if you do not agree with them!
3) All choices given must be equally interesting and engaging.

16. Consequences
Fay and Funk believe that advanced warning of consequences does not prevent misbehavior.
Every student and every situation is unique so it does not make sense to have set consequences in your classroom.
Student teacher problems do not have to be solved immediately after they happen.
It is better to wait until the student and the teacher have calmed down to administer consequences.

17. Consequences
Consequences must be applied with empathy and understanding.
Consequence + empathy = learning
Fay and Funk believe there is a difference between consequences and punishment. Students feel the two techniques differently. When a student is receiving a consequence they feel from the inside. They know they their behavior was unacceptable and must learn how to fix it. When a student is experiencing a punishment the pain is coming from the outside. They become mad at others for treating them “unfairly.”

18. Consequences
Fay and Funk list guidelines for teachers when administering consequences:
The consequence should occur relatively close to the time and place where the negative behavior took place.
The student should be involved in creating a solution for the behavior.
Consequences should always be administered calmly.
Students should have the opportunity to develop a new plan for positive behavior.
Students should make their own value judgments.
The teacher should always demonstrate proper problem solving techniques.
Students need to feel empowered!

19. Pros
Students are given the opportunity to make decisions for themselves
Learn to accept the consequences of their decisions
Enhances self concept
Students feel more capable
Allows the “underachievers” to develop hope
Uses positive talk so that students focus on what to do instead of what not to do
"I will begin when everyone is quiet" instead of saying "I'm not going to start until you are quiet."

20. Pros (Continued) Home and school are more strongly connected
Student-teacher relationships more positive
Gives learning a more fun connotation
Kids want to stay in school, attendance is improved
Builds the idea of shared power
Allows the teacher to manage disruptive students more effectively

21. Cons Potential for teacher to be “walked all over”
Giving students too much power could result in students feeling as though they have control over what the teacher does
May diminish student respect for the teacher
Delayed consequences can often lead to the problem being forgotten about or disregarded
Potential for students to exhibit the same behavior again if it is forgotten about or not dealt with

22. Classroom Applications
Providing Choices
Gives students more of a chance for them to be cooperative
Only offering two acceptable choices (both of which are desired by the teacher) doesn’t give students any opportunity to choose something that would be unacceptable
"Would you rather sit and read or work on your project?”

23. Classroom Applications
“I Noticed…”
Experimental method that works towards reaching out to students that may be a struggle in the classroom
“For six times over a period of three weeks, say something like, "I noticed ... that you like horses”
It is unnecessary to include praise or judgment, but make the student feel special by asking, "Will you try that just for me?”
Can be a source of drastic improvement in the self worth of a student
Gives them reason to believe that the teacher cares about them outside of being a student (cares about their interests and hobbies)

24. Classroom Applications
Enforceable Statements
Using statements that do not contain words such as “not” or “don’t”
When words such as these are used, students focus on the phrase that follows the “not” or “don’t”, and their brains register it as something that they should in fact do instead of something that they should not do.
Phrases like “Walk please” instead of “Don’t run” emphasize the behavior that is desired and doesn’t even place into thought a behavior that is undesirable.

25. Prompt/Scenario 1
At the beginning of your lesson you notice a student is standing on their chair. They see you look at them but continue with the same behavior. How do you get them to sit down in their chair using Love and Logic?
Teacher can say, “I noticed that you are not sitting in your chair correctly. I am very concerned for your safety. I noticed that you enjoy running at recess and would be sad if you hurt yourself and could not play at recess. You can either sit in the chair by me or sit in your seat.”

26. Prompt/Scenario 2
During your lesson you see a student talking out and not raising their hand. How do you get the student to stop talking out using Love and Logic?
Teacher can say, “I noticed you have something important to say. I call on students who raise their hand before speaking out. You can either raise your hand and wait to be called on or write down your question on a piece of paper.”

27. Prompt/Scenario 3
You see a student not wanting to do their math assignment during math time. How do you get them to work on their math assignment using Love and Logic?
The teacher can say, “I noticed you are having a hard time working on your math today. Would you please try to finish your assignment just for me? I would be very sad if you had to take it home to do for extra homework. You can either finish it during class time or do it for homework.”

28. Tips for Educators
Two times a week for three weeks tell the students something you noticed about them. Do not go into detail about what you notice unless the students initiate conversation. Do not say that you like or dislike the thing that you noticed. For example, you can say something like, “I noticed you have a new lunchbox.”
Offer students choices throughout the day. You should offer two acceptable choices. If the students will not make a choice, the teacher makes the choice for them. For example, you can say, “You can either do your writing assignment in your composition notebook or on a blank sheet of paper.”
Give students the chance to make their own decisions and learn from their behavior. Ask students, “What do you think will happen if you don’t pay attention in class? How do you think you will do on the assessment if you miss this important lesson?”

29. Phrases to Promote Love and Logic
“What would you like to happen?”
“Would you like my thinking on that?”
“Is it possible that…?”
“How do you feel about…?”
“What do you think I think?”
“On a scale of 1 to 10, how good a decision do you think that is?”
(Fay & Funk, 1995).

30. Resources
Davies, L. (2004, June). Love and logic basics. Retrieved from eacherTip46.html Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom. Golden, CO: Love and Logic Press, Inc. Talbot, M. (2012). Tips for teaching with love and logic. Retrieved from teaching-love-logic.html What is love and logic for parents?. (2012). Retrieved from teachers.html