Teaching with Love Teaching with Love and Logic and Logic Jim Fay and David FunkJim Fay and David Funk

Danielle Patinka, Ashley Harris, Ashley Hunter, and Danielle Patinka, Ashley Harris, Ashley Hunter, and Catherine Jenkins Catherine Jenkins

Jim FayJim Fay

• Over 31 years in Over 31 years in educationeducation

• Three decades of Three decades of consultingconsulting

• Co- author of the Co- author of the book book Teaching Teaching with Love and with Love and Logic Logic as well as as well as multiple other multiple other books, videos and books, videos and audios.audios.

David Funk David Funk

• Educator since Educator since 19691969

• Taught in regular Taught in regular and special and special education education classroomsclassrooms

• Co-author, with Jim Co-author, with Jim Fay, of Fay, of Teaching Teaching with Love and with Love and LogicLogic, and the , and the author of author of Love and Love and Logic Solutions for Logic Solutions for Kids with Special Kids with Special Needs. Needs.

Love and Logic Love and Logic

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

PhilosophyPhilosophy

“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).(Fay & Funk, 1995).

Four Basic PrinciplesFour Basic Principles

Share controlShare control

Share thinkingShare thinking

Balance consequences with empathyBalance consequences with empathy

Maintain self- concept Maintain self- concept

Three Basic Rules Three Basic Rules - Classroom Discipline - Classroom Discipline

Use enforceable limitsUse enforceable limits Teacher tells students how she plans to run her life Teacher tells students how she plans to run her life

by using enforceable statements. The teacher is not by using enforceable statements. The teacher is not telling the students how to run their lives.telling the students how to run their lives.

Provide choices within limitsProvide choices within limits Students are provided with choices throughout the Students are provided with choices throughout the

day creating a savings account from which the day creating a savings account from which the teacher can withdraw (assert control) when teacher can withdraw (assert control) when necessary.necessary.

Apply consequences with empathy Apply consequences with empathy No reprimands or anger No reprimands or anger

9 Essential Skills9 Essential Skills for the Love and Logic Classroom for the Love and Logic Classroom

Neutralize student arguingNeutralize student arguing

Delay consequences for positive learningDelay consequences for positive learning

Hand the child's problem back using empathy and consequencesHand the child's problem back using empathy and consequences

The Recovery Process - preserve the learning environmentThe Recovery Process - preserve the learning environment

Developing positive teacher/student relationshipsDeveloping positive teacher/student relationships

Setting limits with enforceable statementsSetting limits with enforceable statements

Use choices to prevent power strugglesUse choices to prevent power struggles

Learn quick and easy preventative interventions for disciplineLearn quick and easy preventative interventions for discipline

Guide students to own and solve problems.Guide students to own and solve problems.

MisbehaviorMisbehavior

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

Behaviors Behaviors

Students are in control of their actions, act Students are in control of their actions, act responsibly, and are able to make proper responsibly, and are able to make proper decisions.decisions.

Students understand that when given two Students understand that when given two choices they must choose within ten seconds choices they must choose within ten seconds otherwise the teacher will make the choice otherwise the teacher will make the choice for them.for them.

Students understand that there are Students understand that there are consequences for misbehavior.consequences for misbehavior.

Implications for Implications for Diversity Diversity

The first key principle in the Love and Logic theory of The first key principle in the Love and Logic theory of discipline is “a student’s self-concept needs to be discipline is “a student’s self-concept needs to be either maintained or enhanced.” This belief parallels either maintained or enhanced.” This belief parallels with a culturally responsive classroom because they with a culturally responsive classroom because they both value students and work to make them feel both value students and work to make them feel comfortable, appreciated, and capable. comfortable, appreciated, and capable.

The theorists believe that achievement and behavior The theorists believe that achievement and behavior are highly related to self concept. are highly related to self concept.

The teacher is a model in this theory. They should act, The teacher is a model in this theory. They should act, think, and speak in a way that has a positive effect on think, and speak in a way that has a positive effect on students. Research shows that in a culturally students. Research shows that in a culturally responsive classroom the teacher must create a safe, responsive classroom the teacher must create a safe, supportive classroom because it affects student supportive classroom because it affects student motivation and achievement (Jones V. and Jones L., motivation and achievement (Jones V. and Jones L., 2009). 2009).

Implications for Implications for DiversityDiversity

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

Implications for Implications for DiversityDiversity

The Teaching with Love and Logic theory focuses The Teaching with Love and Logic theory focuses heavily on interactions between people. heavily on interactions between people.

The Three Legged Table is a support construct The Three Legged Table is a support construct provided in this theory:provided in this theory: Leg 1: “I am loved by the magic people in my life.”Leg 1: “I am loved by the magic people in my life.” Leg 2: “I know more about my strengths than my Leg 2: “I know more about my strengths than my

weaknesses.”weaknesses.” Leg 3: “I can handle the consequences of my own Leg 3: “I can handle the consequences of my own

behavior.”behavior.”

This support construct mirrors the beliefs and values of This support construct mirrors the beliefs and values of a culturally responsive classroom. All students know a culturally responsive classroom. All students know they are appreciated, they understand themselves as they are appreciated, they understand themselves as learners, and they are responsible for their behavior. learners, and they are responsible for their behavior.

RewardsRewards

In this discipline theory students are In this discipline theory students are rewarded by having choices and control in rewarded by having choices and control in the classroom. the classroom. Choices Within LimitsChoices Within Limits

Teachers and students must share control. Teachers and students must share control. There must be limits to the choices because they There must be limits to the choices because they

“determine the boundary of our security.”“determine the boundary of our security.” Without limits students will feel anxious. Without limits students will feel anxious.

The most important thing to remember is how The most important thing to remember is how the limits are set strongly impact the relationship the limits are set strongly impact the relationship between teacher and student.between teacher and student. Teachers must use thinking words instead of Teachers must use thinking words instead of

fighting words. fighting words.

Rewards Rewards

Fay and Funk believe when choices are given Fay and Funk believe when choices are given in the proper manner teachers are sharing in the proper manner teachers are sharing control of the classroom with students. control of the classroom with students.

They state that choices:They state that choices: 1) Must be legitimate.1) Must be legitimate. 2) Choices need to be equally acceptable to 2) Choices need to be equally acceptable to

both parties. Do not offer choices if you do not both parties. Do not offer choices if you do not agree with them!agree with them!

3) All choices given must be equally interesting 3) All choices given must be equally interesting and engaging. and engaging.

ConsequencesConsequences

Fay and Funk believe that advanced warning of Fay and Funk believe that advanced warning of consequences does not prevent misbehavior. consequences does not prevent misbehavior.

Every student and every situation is unique so it Every student and every situation is unique so it does not make sense to have set consequences does not make sense to have set consequences in your classroom.in your classroom.

Student teacher problems do not have to be Student teacher problems do not have to be solved immediately after they happen. solved immediately after they happen.

It is better to wait until the student and the It is better to wait until the student and the teacher have calmed down to administer teacher have calmed down to administer consequences. consequences.

ConsequencesConsequences

Consequences must be applied with empathy and Consequences must be applied with empathy and understanding. understanding.

Consequence + empathy = learningConsequence + empathy = learning

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

ConsequencesConsequences

Fay and Funk list guidelines for teachers when Fay and Funk list guidelines for teachers when administering consequences:administering consequences: The consequence should occur relatively close to The consequence should occur relatively close to

the time and place where the negative behavior the time and place where the negative behavior took place.took place.

The student should be involved in creating a The student should be involved in creating a solution for the behavior.solution for the behavior.

Consequences should always be administered Consequences should always be administered calmly.calmly.

Students should have the opportunity to develop a Students should have the opportunity to develop a new plan for positive behavior.new plan for positive behavior.

Students should make their own value judgments.Students should make their own value judgments. The teacher should always demonstrate proper The teacher should always demonstrate proper

problem solving techniques.problem solving techniques. Students need to feel empowered! Students need to feel empowered!

ProsPros

Students are given the opportunity to make Students are given the opportunity to make decisions for themselvesdecisions for themselves Learn to accept the consequences of their decisionsLearn to accept the consequences of their decisions

Enhances self concept Enhances self concept

Students feel more capableStudents feel more capable Allows the “underachievers” to develop hopeAllows the “underachievers” to develop hope

Uses positive talk so that students focus on what Uses positive talk so that students focus on what to do instead of what not to doto do instead of what not to do "I will begin when everyone is quiet" instead of "I will begin when everyone is quiet" instead of

saying "I'm not going to start until you are quiet."saying "I'm not going to start until you are quiet."

Pros (Continued)Pros (Continued)

Home and school are more strongly Home and school are more strongly connectedconnected Student-teacher relationships more positiveStudent-teacher relationships more positive

Gives learning a more fun connotation Gives learning a more fun connotation Kids want to stay in school, attendance is Kids want to stay in school, attendance is

improvedimproved

Builds the idea of shared powerBuilds the idea of shared power Allows the teacher to manage disruptive Allows the teacher to manage disruptive

students more effectivelystudents more effectively

ConsCons

Potential for teacher to be “walked all over” Potential for teacher to be “walked all over” Giving students too much power could result in Giving students too much power could result in

students feeling as though they have control students feeling as though they have control over what the teacher doesover what the teacher does

May diminish student respect for the teacherMay diminish student respect for the teacher

Delayed consequences can often lead to the Delayed consequences can often lead to the problem being forgotten about or disregarded problem being forgotten about or disregarded Potential for students to exhibit the same Potential for students to exhibit the same

behavior again if it is forgotten about or not behavior again if it is forgotten about or not dealt withdealt with

Classroom ApplicationsClassroom Applications

Providing ChoicesProviding ChoicesGives students more of a chance for them to Gives students more of a chance for them to be cooperativebe cooperativeOnly offering two acceptable choices (both of Only offering two acceptable choices (both of which are desired by the teacher) doesn’t give which are desired by the teacher) doesn’t give students any opportunity to choose something students any opportunity to choose something that would be unacceptablethat would be unacceptable

"Would you rather sit and read or work on your "Would you rather sit and read or work on your project?”project?”

Classroom ApplicationsClassroom Applications

““I Noticed…”I Noticed…”

Experimental method that works towards reaching Experimental method that works towards reaching out to students that may be a struggle in the out to students that may be a struggle in the classroomclassroom

“ “For six times over a period of three weeks, say For six times over a period of three weeks, say something like, "I noticed ... that you like horses”something like, "I noticed ... that you like horses”

It is unnecessary to include praise or judgment, but It is unnecessary to include praise or judgment, but make the student feel special by asking, "Will you try make the student feel special by asking, "Will you try that just for me?”that just for me?”

Can be a source of drastic improvement in the self Can be a source of drastic improvement in the self worth of a studentworth of a student

Gives them reason to believe that the teacher cares Gives them reason to believe that the teacher cares about them outside of being a student (cares about about them outside of being a student (cares about their interests and hobbies)their interests and hobbies)

Classroom ApplicationsClassroom Applications

Enforceable StatementsEnforceable Statements

Using statements that do not contain words such as Using statements that do not contain words such as “not” or “don’t”“not” or “don’t”

When words such as these are used, students focus When words such as these are used, students focus on the phrase that follows the “not” or “don’t”, and on the phrase that follows the “not” or “don’t”, and their brains register it as something that they should their brains register it as something that they should in fact do instead of something that they should not in fact do instead of something that they should not do. do.

Phrases like “Walk please” instead of “Don’t run” Phrases like “Walk please” instead of “Don’t run” emphasize the behavior that is desired and doesn’t emphasize the behavior that is desired and doesn’t even place into thought a behavior that is undesirable.even place into thought a behavior that is undesirable.

Prompt/Scenario 1Prompt/Scenario 1

At the beginning of your lesson you notice a At the beginning of your lesson you notice a student is standing on their chair. They see you student is standing on their chair. They see you look at them but continue with the same behavior. look at them but continue with the same behavior. How do you get them to sit down in their chair How do you get them to sit down in their chair using Love and Logic?using Love and Logic?

Teacher can say, “I noticed that you are not Teacher can say, “I noticed that you are not sitting in your chair correctly. I am very sitting in your chair correctly. I am very concerned for your safety. I noticed that you enjoy concerned for your safety. I noticed that you enjoy running at recess and would be sad if you hurt running at recess and would be sad if you hurt yourself and could not play at recess. You can yourself and could not play at recess. You can either sit in the chair by me or sit in your seat.”either sit in the chair by me or sit in your seat.”

Prompt/Scenario 2Prompt/Scenario 2

During your lesson you see a student talking During your lesson you see a student talking out and not raising their hand. How do you get out and not raising their hand. How do you get the student to stop talking out using Love and the student to stop talking out using Love and Logic?Logic?

Teacher can say, “I noticed you have Teacher can say, “I noticed you have something important to say. I call on students something important to say. I call on students who raise their hand before speaking out. You who raise their hand before speaking out. You can either raise your hand and wait to be called can either raise your hand and wait to be called on or write down your question on a piece of on or write down your question on a piece of paper.” paper.”

Prompt/Scenario 3Prompt/Scenario 3

You see a student not wanting to do their math You see a student not wanting to do their math assignment during math time. How do you get assignment during math time. How do you get them to work on their math assignment using them to work on their math assignment using Love and Logic?Love and Logic?

The teacher can say, “I noticed you are having The teacher can say, “I noticed you are having a hard time working on your math today. Would a hard time working on your math today. Would you please try to finish your assignment just for you please try to finish your assignment just for me? I would be very sad if you had to take it me? I would be very sad if you had to take it home to do for extra homework. You can either home to do for extra homework. You can either finish it during class time or do it for homework.”finish it during class time or do it for homework.”

Tips for EducatorsTips for Educators

Two times a week for three weeks tell the students Two times a week for three weeks tell the students something you noticed about them. Do not go into detail something you noticed about them. Do not go into detail about what you notice unless the students initiate about what you notice unless the students initiate conversation. Do not say that you like or dislike the thing conversation. Do not say that you like or dislike the thing that you noticed. For example, you can say something like, that you noticed. For example, you can say something like, “I noticed you have a new lunchbox.”“I noticed you have a new lunchbox.”

Offer students choices throughout the day. You should offer Offer students choices throughout the day. You should offer two acceptable choices. If the students will not make a two acceptable choices. If the students will not make a choice, the teacher makes the choice for them. For choice, the teacher makes the choice for them. For example, you can say, “You can either do your writing example, you can say, “You can either do your writing assignment in your composition notebook or on a blank assignment in your composition notebook or on a blank sheet of paper.”sheet of paper.”

Give students the chance to make their own decisions and Give students the chance to make their own decisions and learn from their behavior. Ask students, “What do you think learn from their behavior. Ask students, “What do you think will happen if you don’t pay attention in class? How do you will happen if you don’t pay attention in class? How do you think you will do on the assessment if you miss this think you will do on the assessment if you miss this important lesson?”important lesson?”

Phrases to Promote Phrases to Promote Love and LogicLove and Logic

““What would you like to happen?”What would you like to happen?”

““Would you like my thinking on that?”Would you like my thinking on that?”

““Is it possible that…?”Is it possible that…?”

““How do you feel about…?”How do you feel about…?”

““What do you think I think?” What do you think I think?”

““On a scale of 1 to 10, how good a decision do On a scale of 1 to 10, how good a decision do you think that is?” you think that is?”

(Fay & Funk, 1995).(Fay & Funk, 1995).

Resources Resources

Davies, L. (2004, June). Love and logic basics. Retrieved from http://www.kellybear.com/TeacherArticles/TeacherTip46.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 http://www.ehow.com/info_7977671_tips- teaching-love-logic.html

What is love and logic for parents?. (2012). Retrieved from http://www.loveandlogic.com/what-is-for-

teachers.html