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Love and Logic Discipline

The Love and Logic process includes sharing control and decision-making, using empathy with consequences, and enhancing the self-concept of children.

cindy mcclary

on 17 June 2011

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Transcript of Love and Logic Discipline

Teaching with Love and Logic preserve and enhance the child's self-concept teach children how to own
and solve the problems they create share the control and
decision-making build the adult-child
relationship combine consequences with high levels of
empathy and warmth 1 2 3 4 5 [focuses heavily on] engineering situations that
encourage children to... struggle with solvable problems
receive guidance from adults
achieve success
attribute their success to effort [children develop
problem-solving skills] when two conditions exist... they are required by the adults
around them to think about and
solve the problems they create these adults teach problem-solving
skills through modeling
and instruction [shared control enhances] general levels of cooperation
people's ability to cope with stressful situations
academic motivation
physical health [researchers examining the
behavior change process state that] rigid application of behavioral principles
when combined with high levels of
trust, empathy, and warmth show students
are more likely to be cooperative and to copy
prosocial behavior modeled by adults [research has clearly demonstrated] improvements in behavior, academic achievement,
and on-time attendance when students experience
caring relationships with their teachers and when the
overall school climate feels supportive The Love and Logic process includes sharing control and decision-making, using empathy with consequences,
and enhancing the self-concept of
children (Fay & Funk, 1995). The Love and Logic philosophy states the importance of adults providing limits in a caring way (Fay & Funk, 1995). Davies, L. (n.d.). Love and Logic Basics. Retrieved June 8, 2011, from Meet Kelly Bear website,

Fay, C. (n.d.). Effects of the 9 essential skills for the love and logic classroom training program
on teachers perceptions of their students behavior and their own teaching competence: a
preliminary investigation. Retrieved from Love and Logic website:

Fay, J. & Funk, D. (1995). Teaching with love and logic: taking control of the classroom.
Golden, CO: The Love and Logic Press, Inc.

Jones, F. (2007). Love and Logic Discipline. Tools for teaching: discipline, instruction,
motivation (pp.161-177). Santa Cruz, CA: F.H. Jones & Associates.

Wolfgang, C. H. (2009). Solving discipline and classroom management problems: methods and
models for today’s teachers. Hoboken, NJ: John Wiley & Sons, Inc. References 5 basic principles taking control of the classroom Love and Logic
discipline presentation by
Cindy McClary Fay & Funk Jones (2007) says" for students to learn, they must enjoy learnings. They must look forward to entering the classroom in the morning" (page 1). According to Davies (n.d.), Fay and Funk suggest that teachers use "enforceable statements" rather than angry, negative comments (para. 7) Not so good "I will begin when
everyone is quiet." "I'm not going to start
until you are quiet." Example: Example: Not so good Good Good another... "You may join us
outside as soon as you
complete your work." "Do your work or
you can't go outside." Strengths Weaknesses According to Wolfgang (2009),
a powerful action is the use
of questions and the delay
of consequences.

Adults guide children to
solve their own problems.

No arguing with students
and absence of adult anger.

When the child is given
two choices of
consequence then the
child feels some control
over the outcome for
their behavior. Wolfgang (2009) states the
limitations of the model as:

No clear philsophical theory
from which to draw its concepts
and practices.

The model shortchanges the love
dimension and how to fully
accomplish this. (Fay, 1995)
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