Book Review: Teaching with Love and Logic
Several months ago I read a professional text on the recommendation of our music teacher. She really liked the book and thought I would, too. But, just teachers sometimes recommend a book to a student and it fall flat, this happened with this book. I really, really, really didn’t like it, even though I really, really, really wanted to. (And because I try to focus on the positive side of things on my blog, I don’t think I ever even wrote a review of it.) So then a little while after, our music teacher and I were talking about classroom management practices and ideas we could try out with my class and she recommended another book to me. I was actually very glad she did; it can be tempting to give up on suggesting books when the first attempt fails.
The book she suggested was one that she read in college. It was Teaching with Love and Logic by Jim Fay and David Funk.
The first thing I noticed about this book was that it was 20 years old. I wasn’t going to discount it just because of that, of course, but it was something I felt worth noting as I read. The second thing I noticed was that the authors referred to their education consulting firm, the Love and Logic Institute and their trademarked strategy, Love and Logic a lot, to the point that it was rather irritating. That being said, I wasn’t going to set aside the book just because it was old and the authors talked about their company a lot. After all, if the music teacher felt that there were useful ideas in this book, I wanted to read to find out why!
The majority of Teaching with Love and Logic focuses on the focus of control in classroom management. Is the teacher in control, are the students in control, or is the control shared by both parties? The authors present the argument that many teachers, in an effort to maintain absolute control, actually turn control over to the students, primarily by taking the bait to engage in power struggles. This is something I have found myself observing many times: whenever an adult enters into a power struggle with a child, the adult has already lost. It is that simple. If you try to wrest control of the power, then you are letting the student focus all of your time and energy on them, telling them that they are the ones in control. However, if you stay calm, state simple, clear expectations, and then walk away, the student is unable to argue.
An important caveat: many of the of the strategies suggested in this book are for dealing with the 80%. The typical disruption in the classroom that can and should be quickly and easily handled within the classroom. They are not talking about the student who had a severe emotionally traumatic experience who throws desks across the room while screaming profanities when something triggers an emotional outburst. They aren’t talking about the students who have a diagnosed emotional/behavioural disorder that requires specific strategies to help them deescalate the situation. However, I would suggest that some of the Love and Logic strategies would help even these students, especially the need to stay calm, be clear and direct, and allow the student to make a decision based on limited, appropriate options.
Reading Teaching with Love and Logic didn’t actually give me any specific new ideas or strategies to try using in my own classroom. However, I appreciated the ideas in the book and I am grateful to our music teacher for suggesting it to me. Why? Because it was a good reminder of good practices in education. The biggest focus of Love and Logic is just that: making sure your students know that they are loved for the young people they are and using logic when setting outcomes. So often, when we talk about consequences we discuss them in terms of the negative outcome of poor choices. But the positive outcome of good choices us just as much a part of consequences.
A favourite classroom management book of mine is Setting Limits in the Classroom by Robert J. Mackenzie, Ed.D. Just like Jim Fay and David Funk, Dr. Mackenzie emphasises the need of teachers to set realistic limits in the classroom. Know what your own limits are and know what the limits for your students should be. Don’t pick fights over things that are inconsequential. Don’t make rules just for the sake of having rules. Include students in the decision-making process in a way that is age-appropriate. For example, my fourth graders have all been in school long enough to know that some of the basic expectations in a classroom setting include being safe, being responsible, and being respectful. So at the start of the year, I have them tell me what those things should look like, sound like, and feel like in our classroom. By letting them express the expectations, I know what they expect each other to do and what they expect me to expect of them. (And yes, I am of course a part of this conversation!) This practice is supported by the authors of both of these books.
One great take-away from Teaching with Love and Logic was this short vignette about rules:
There was a school that had a lot of rules for their students. In fact, the school handbook had 324 rules that students, teachers, and families were expected to know and follow. One day, a book in a teacher’s class threw a dead fish at a girl in his class. The teacher began to chastise him and he said, “But teacher, there’s no rule against it!” He was right: there was no rule that said, “Students may not throw fish at each other.”
The author suggested having just one simple rule for any classroom: “You can do anything you want in this class, provided it doesn’t cause a problem for anyone else.” I like this rule. It seems vague, but really, it encompasses everything we expect students and teachers to do when they are in a classroom. In fact, it is really just another way of saying the Gold Rule: Do unto others as you would have them do unto you.
I am going to try it out with my class this coming year. We will still have our classroom expectations and we will still do all of the other things we have done in the past to ensure ours is a safe, positive learning environment, but I want to see what happens if we use this one rule as the foundation for our classroom culture, instead of having it be one of teacher-directed behaviour.
This entry was posted on July 5, 2015 by Alex T. Valencic. It was filed under Fourth Grade and was tagged with Book Reviews, Fourth Grade, Personal Reflection, Philosophy, Professional Development, Reading, Social & Emotional Learning, Summer, Teachers' Secrets.