COURSE TITLE:
LOVE & LOGIC IN TEACHING
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
SUZANNE WARNER, M.S.
503.617.6432
sw11235@yahoo.com
WA CLOCK HRS:
OREGON PDUs:
30
30
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition
___ #1: Read Part 1: How Does Love and Logic Work?
___ #2: Write a 1-page paper. Send to instructor.
___ #3: Read Part 2: The Four Key Principles of Love and Logic.
___ #4: Write a 1-page paper. Send to instructor.
___ #5: Read the rest of the text.
___ #6: Write a 2-3 page paper. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs, then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application
___ #7: Write a letter to parents explaining the concepts of love and logic. Send to instructor.
___ #8: Implement what you learned. Evaluate and write a 2-page summary. Send to instructor.
___ #9: Mentor an educator in the methods learned in this course. Write 1–2 pages. Send to instructor.
500 LEVEL ASSIGNMENT
___ #10: In addition to the 400 level assignments, complete one of the following and send to instructor.
• Create a PowerPoint Presentation to be used at an in-service.
• Interview teachers and write a 2-3 page paper
• Read one of the books listed in the bibliography. Write a 2-3 page summary.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper
___ #11: Complete a 1-2 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
Love & Logic In Teaching
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COURSE TITLE:
LOVE & LOGIC IN TEACHING
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
SUZANNE WARNER, M.S.
503.617.6432
sw11235@yahoo.com
WA CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION
This independent study course focuses on practical solutions for the day-to-day frustrations and
challenges common in todayʼs classroom. Love and Logic is a highly regarded approach that will:
• Teach students to think for themselves.
• Raise student level of understanding.
• Prepare students to function in a society filled with temptation, decisions and consequences.
• Put the teacher in control.
Ultimately, the result is a more cohesive classroom – one where students enjoy learning, discipline is
reduced, and more teaching can occur everyday. This class is appropriate for teachers of grades K-12.
The text is available at www.loveandlogic.com, for $17.95 plus shipping.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Understand the concepts of love and logic and its four key principles.
2. Know how teachersʼ attitudes and responses affect their studentsʼ successes.
3. Understand how to maintain control of their classrooms, while still allowing student choice and
responsibility.
4. Be able to create clear rules and guidelines for their classroom, with natural consequences that
are comprehensible to students.
5. Understand of how to create a classroom of responsible students – responsible for their learning
and responsible for their behavior.
6. Be able to create a more respectful, caring, productive classroom with minimal effort.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT:
Teaching with Love & Logic by Jim Fey & David Funk. ISBN: 0-933634-29.
Can find at www.loveandlogic.com, $17.95 or www.amazon.com or www.half.com for around $10 used.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Love & Logic In Teaching
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 6/28/2011
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Read the Part 1: The Purpose of Love and Logic, pages 3-110.
Assignment #2:
Write a 1 page paper summarizing and reflecting on what you read, focusing on your initial feelings of the
statements made regarding classroom discipline. Complete this analysis prior to reading the remainder of
the text.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #2ʼ.
Assignment #3:
Read the Part 2: The Four Key Principles of Love and Logic, pages 113-190.
Assignment #4:
Write a 1 page paper summarizing and reflecting on what you read, focusing on how you plan to
incorporate the four key principles into your classroom. Complete this reflection prior to reading the
remainder of the text.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #4ʼ.
Assignment #5:
Read the rest of the text of Teaching with Love and Logic.
Assignment #6:
Write a 2-3 page paper summarizing the text, what you learned and how you will use your new
knowledge.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #6ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher doing this course
during the summer, please apply your ideas with youth from your neighborhood, at a local public library or
parks department facility, (they will often be glad to sponsor community-based learning), or with students
in another teacherʼs summer classroom in session.
Assignment #7: (Required for 400 and 500 Level)
Write a letter to parents explaining the concepts of love and logic with ideas of how they could incorporate
the strategies at home.
Submit your sample letter to the instructor: sw11235@yahoo.com, Subject line to read ʻLove #7ʼ.
Assignment #8: (Required for 400 and 500 Level)
Implement what you learned from the Love & Logic program within your classroom. After a 2 to 3 week
period, evaluate the effectiveness of the strategies of love and logic that you used in your classroom.
Share any thoughts what went well, what was challenging and any additional strategies. Write a 2-page
paper.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #8ʼ.
Assignment #9: (Required for 400 and 500 Level)
Mentor one other teacher in the methods and information from this class and observe her/him in the
classroom. Write a 2-3 page paper summarizing your observation and results of how s/he incorporated
the strategies of love and logic.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #9ʼ.
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A): Create a PowerPoint presentation about Teaching with Love & Logic that could be used as an
in-service to colleagues in your school.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #10-Aʼ.
OR
Option B): Interview 2-3 teachers in your building who have experience with dealing with students who
require a great deal of managing. Write a 2-3 page paper summarizing what they said and how it relates
to what youʼve learned in this class.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #10-Bʼ.
OR
Option C): Read one of the books listed in the bibliography of this syllabus or the textbook. Write a 2-3
page summary comparing and contrasting the premise of your chosen book with Teaching with Love &
Logic.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #10-Cʼ.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: sw11235@yahoo.com, Subject line to read ʻLove #11ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
• Please indicate by email to the instructor if you would like to receive comments on your assignments..
• You may submit all assignments from Section A, Information Acquisition (Assignments 1-6) in one
grouping, assignments from Section B, Learning Application (Assignments 7-9) in one grouping, and
Assignments10 (if you are taking this for 500-level credit) and 11 (the Integration Paper) in one
grouping.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New
York in 1992. She has taught mathematics in both the middle school and high school settings, most
recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents
regarding her teaching and classroom management skills. Her students enjoy learning in a respectful,
productive environment, where each student is in control of her/his own learning and behaviors. She
strongly believes that all students want to do well, and creates a teaching environment for them to
succeed.
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TEACHING WITH LOVE & LOGIC
BIBLIOGRAPHY & READING LIST
st
Cushman, Kathleen, Fires in the Bathroom: Advice for Teachers from High School Students, 1 edition,
New Press, 2005, paperback, 224 pages, ISBN: 978-1565849969
Teenagers dictating to teachers sounds dubious, but educators will want to take note of the message from
this volume: students do want to learn. Cushman, an education journalist working in conjunction with the
nonprofit organization What Kids Can Do, extensively interviewed high school students in several urban
areas about every aspect of school, producing this compendium of their advice here.
st
Johnson, LouAnne , Teaching Outside the Box: How to Grab Your Students by Their Brains, 1 edition,
Jossey-Bass, 2005, paperback, 352 pages, ISBN: 978-078797471418
From seating plans to Shakespeare, Teaching Outside the Box offers practical strategies that will help
both new teachers and seasoned veterans create dynamic classroom environments where students enjoy
learning and teachers enjoy teaching.
Mackenzie, Robert J., Setting Limits in the Classroom, Revised: How to Move Beyond the Dance of
nd
Discipline in Todayʼs Classroom, 2 edition, Three Rivers Press, 2003, paperback, 368 pages, ISBN:
978-0761516750
The theoretical bases of this book are partly tough love (say what you mean, mean what you say, and do
not say it meanly), natural consequences (if a child makes an error, let them experience the natural
consequences), and logical consequences (to defuse power struggles). The heart of the book is setting
limits with kids and shortening down the time from discussion to action (from warning to consequence).
Marzano, Robert J. Debra J. Pickering, and Jane E. Pollack, Classroom Instruction that Works:
st
Research-Based Strategies for Increasing Student Achievement, 1 Edition, Prentice-Hall, 2004,
paperback, 192 pages, ISBN 978-0131195035
This brief book presents research on the best strategies for raising student achievement through
classroom instruction. Readers will find a wealth of research evidence, statistical data, and case studies.
st
Mendler, Allen, Motivating Students Who Donʼt Care: Successful Techniques for Educators, 1 edition,
Solution Tree, 2009, paperback, 80 pages, ISBN: 978-1935249672
With proven strategies from the classroom, this resource identifies five effective processes the reader can
use to reawaken motivation in students who aren't prepared, don't care, and won't work.
rd
Nelson, Jane, Lynn Lott, and H. Sephen Glenn, Positive Disciple in the Classroom, Revised 3 Edition:
rd
Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom, 3 edition, Three Rivers
Press, 2000, paperback, 272 pages, ISBN: 978-0761524212
The components of Positive Discipline provide beginning teachers (and veterans) with a framework for
creating caring environments in which children share in the problem-solving and decision-making
processes.
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