About this title: Jim Fay and David Funk's truly positive approach and time-tested ideas and strategies will empower teachers to effectively manage classroom dynamics while bringing the joy back to teaching.
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Description: Very Good. Great condition for a used book! Minimal wear. Shipped to over one million happy customers. Your purchase benefits world literacy! read more
Edition: 4th Printing
Binding: Softcover
Publisher: Love & Logic Press, Golden, CO
Date Published: 1995
ISBN-13:9780944634486ISBN:0944634486
Description: Very Good + A bright, tight edition. Wraps are firmly bound; clean & colorful w/lightest of rubbing to edges. Text is unmarked throughout. read more
Binding: Hardcover
Publisher: Love & Logic Pr
Date Published: 1995-05
ISBN-13:9780944634295ISBN:094463429X
Description: Good. First 30 pages have what appears to be a coffee stain on right side of pages. Does not effect readability. It's beyond the right margin. Otherwise, pages are clean and unmarked. Ex library copy with usual stickers and stamps. FAST Shipping. ISBN 094463429X. read more
Binding: Softcover
Publisher: Love & Logic Pr
Date Published: 1998-03-01
ISBN-13:9780944634486ISBN:0944634486
Description: NEW. Softcover. From an inventory that is 100% brand-new, 100% direct from the publishers' distribution channel. We carry NO pre-owned, NO remaindered. We pack in CARDBOARD to ensure the pristine quality is maintained. (Bubble-wrap alone is NOT sufficient to protect from USPS equipment. ) Guaranteed brand-NEW, protected with CARDBOARD, your satisfaction is guaranteed. BKLUVID: 9780944634486. read more
Binding: Hardcover
Publisher: Love & Logic Press
Date Published: 1995
ISBN-13:9780944634295ISBN:094463429X
Description: New in new dust jacket. 100% satisfaction guaranteed. No Remainder Mark, No Damage. Ship twice daily. U.S. Standard delivery Only (Oversize Book). Sewn binding. Paper over boards. 416 p. Audience: General/trade. read more
Binding: Hardcover
Publisher: Love & Logic Pr
Date Published: 1995-05
ISBN-13:9780944634295ISBN:094463429X
Description: Very Good in Very Good jacket. Clean, solid copy with no writing, highlighting, marks, or creased page corners. Spine ends bumped, cover corners square. Jacket is glossy with some edge wear and scattered surface scratches. Clear coating is lifting a little in some spots on edges. Still a good, sound copy for personal use. Items selling for $7 or more ship bubble wrapped and boxed; under $7 in a bubble mailer. All items ship with complimentary delivery confirmation. read more
Binding: Trade Paperback
Publisher: Love & Logic Press
Date Published: 2002
ISBN-13:9780944634486ISBN:0944634486
Description: Fine. Signed by Author This book is autographed by the author, Jim Fay, on the title page. It is in fine condition. The binding is tight and pages are clean. It appears to have not had use. The cover has minor bumps and scuffs. There is a sticker on the front cover which states: Borders Autographed Copy. There is no creasing on the spine. read more
Binding: PAPERBACK
Publisher: Love & Logic Press
Date Published: 1995
ISBN-13:9780944634486ISBN:0944634486
Description: New. 0944634486 Pub date: 1995. Condition: BRAND NEW. We are a tested and proven company with over 400, 000 satisfied customers since 1997. Choose expedited shipping for much faster delivery. Delivery confirmation on all US orders. read more
Binding: Paperback
Publisher: LOVE & LOGIC PR INC
Date Published: 1998
ISBN-13:9780944634486ISBN:0944634486
Description: New. Jim Fay and David Funk's truly positive approach and time-tested ideas and strategies will empower teachers to effectively manage classroom dynamics while bringing the joy back to teaching. read more
Binding: Hardcover
Publisher: Love & Logic Pr
Date Published: 1995
ISBN-13:9780944634295ISBN:094463429X
Description: Acceptable in Fair jacket. X-library-Pockets & Markings. DJ/Cover may be wrapped in plastic. Some shelf wear to DJ and edges. Shows wear. read more
"Like any "self-help" sort of book, the basic things are repeated over and over. And over. But sometimes it's not until the 10th time that you read it that it clicks.
I'm honestly not sure how to apply some of the principles suggested here--like whispering in a kid's ear and then walking away, or saying something like, "Can you do that in Mr. Johnson's room? I'm not sure how to handle it right now."
I've tried to remember to use the statements about me, as *I* am the only person I can control (that one took awhile to click. That I can only control me, not the students. Duh!). So I'll say things like, "I can dismiss you when you're lined up/quiet/whatever." I've also tried a lot more of the choices. "Yes, you can turn that in on Friday, but you know what will happen if you do, right?"
Also applying a lot of the Socratic questioning. A lot of times, they sort of rat themselves out, ya know?!
And some of it I already knew and was already applying without really realizing I was doing so.
It's an easy read and I'm sure it's one I'll go back to, scanning the highlighted text. Although some of it I'm just not sure about, I think a lot of it will come in handy. (I'm sure I'll let some of you know!)"
"This is a great book on how to treat behavior problems in the classroom. Using empathy and love is the best way to treat every individual. I high recommend this book and will read it over and over again."
"I found this book really helpful, and I'm looking forward to putting the ideas into practice next week when the students start school. The idea behind "teaching with love and logic" is that, instead of having a discipline system of rules and punishments, teachers address discipline issues on the basis of principles. This means that each instance is addressed uniquely. It also means that the kid is made to do most of the work in resolving the problem and thereby actually learns how to problem-solve... as opposed to the teacher doing all of the work of thinking about the appropriate consequence to fit the crime. What was revolutionary to me was the idea that consequences don't have to be implemented at the moment of the misbehavior. Instead, the teacher can acknowledge the appropriate behavior and inform the student that she will think about how to handle this and will let the student know of her decision at that time. This avoids plunging into a power struggle in the heat of the emotional moment. The authors also stressed the importance of giving students choices. Saying, "Would you like to work quietly like you're supposed or would you like to go to the dean's office?" is not really a choice since it's obvious which choice is preferred. Instead, students need to be offered real, enforceable choices. For example, "Would you like to continue working with a partner quietly or would you like to work by yourself in a different area?" I really liked the idea of informing students what you, the teacher, will do instead of trying to dictate what the students will do. So, instead of "Sit down, be quiet", you can say, "We will begin the lesson when everyone is seated and quiet." If students refuse to sit in their assigned seats, instead of entering into the expected battle, you can simply say, "I will mark present students who are in their assigned seats." This informs the student of the implied consequence and allows the student to make a good decision instead of being ordered around. I think these new methods will take time to become second-nature, but, with the help of this book, I'm hoping to have a much calmer and smoother year."
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