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| Acknowledgments | |
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| Preface | |
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| How Does Love and Logic Work? | |
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| The Purpose of Love and Logic | |
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| A Master Makes it Look Easy | |
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| Creating a Higher Standard of Behavior | |
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| Great Educators Are Experimenters | |
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| Confronting the Myths About Discipline | |
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| To Warn or Not to Warn | |
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| Immediate Consequences vs. Delayed Consequences | |
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| Do Students Need to Like Their Teachers? | |
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| Relationship-Building Experiment | |
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| The Three Rules of Love and Logic | |
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| People Learn from Their Own Decisions | |
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| Use Enforceable Limits | |
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| Provide Choices Within Limits | |
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| Apply Consequences with Empathy | |
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| Finding Time for Love and Logic Discipline | |
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| Dealing with Discipline on Your Own Terms | |
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| Short, Sweet Interactions | |
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| Dealing with Kids Who Feed off Each Other | |
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| Discipline and Control | |
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| Norms Teachers Must Face | |
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| Other Factors That Affect Discipline | |
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| Internalized Control vs. External Enforcement | |
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| The Source or the Symptom? | |
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| Perception and Behavior | |
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| Our Perception Is Our Reality | |
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| Self-Worth and the Desire to Avoid Pain | |
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| Our Field of Awareness | |
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| Our Sphere of Influence | |
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| Changing Behavior in the Classroom | |
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| Principles vs. Systems | |
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| The Philosophy of Discipline | |
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| Teaching Without a Thermostat | |
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| Consistent Reactions or Consistent Outcomes? | |
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| The Only Rule You Need | |
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| The Four Key Principles of Love and Logic | |
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| Principle 1: The Enhancement of Self-Concept | |
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| Why is Self-Concept at an All-Time Low? | |
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| Who We Believe We Are | |
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| The Role of Implied Messages | |
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| The Role of Achievement | |
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| Principle 2: Shared Control | |
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| From Intimidation to Manipulation | |
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| From Control to Cooperation | |
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| Choices Within Limits | |
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| Avoiding the Cycle of Defiance | |
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| Principle 3: Consequences with Empathy | |
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| Making the Decision to Change | |
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| The Difference Between Consequences and Punishment | |
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| Guidelines for Administering Consequences | |
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| Principle 4: Shared Thinking | |
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| Thinking: Who Does All the Work? | |
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| The Power of Induced Thinking | |
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| Trials over Time | |
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| Anchoring and the Bias Effect | |
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| Developing the Attitude of Relearning | |
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| Realities and Myths | |
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| Styles of Teaching | |
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| Helicopters, Drill Sergeants, and Consultants | |
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| Raising the Odds for Student Learning | |
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| The Road to Achievement | |
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| The Joy of Accomplishment | |
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| Legal Considerations | |
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| The Bottom Line | |
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| Educational Malpractice | |
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| Compelling State Interests | |
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| Protection from Liability | |
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| Implementing School Discipline: Systems vs. Principles | |
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| The Systems Approach | |
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| Systems Are Difficult to Maintain | |
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| The Principles Approach | |
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| Implementing Change | |
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| Keeping the Process Alive | |
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| Walled Lake Central High School One School's Approach to Love and Logic | |
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| Self-Esteem Planning Phase | |
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| Developing and Practicing the Plan | |
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| Putting the Plan into Action | |
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| Classroom Solutions Through Love and Logic Interventions | |
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| Breaking the Emotional Spell | |
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| Getting Them to Fall in Love with You | |
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| The Evil Eye | |
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| Moving in on the Student | |
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| Proximity | |
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| Eye Contact and the "No" head-shake | |
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| Let's Talk About This Later | |
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| Can You Save That? Thanks | |
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| Changing Location | |
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| Is This the Right Place for That? | |
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| "I" Messages | |
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| Enforceable Statements | |
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| Providing Choices | |
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| Removing Student to Time-Out | |
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| Evaluating Time-Out | |
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| Use of the Building Administrator | |
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| Giving an Appointment | |
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| Creating a New Plan | |
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| Applying Consequences | |
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| Informational Letters | |
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| Systematic Suspension | |
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| Love and Logic Experiments, Charts, and Tips | |
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| Love and Logic Charts | |
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| Turn Your Words Into Gold | |
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| Our Field of Awareness/Our Sphere of Influence | |
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| The Two Basic Philosophies of Discipline | |
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| The Cycle of Defiance | |
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| Guidelines for Student/Teacher Interactions | |
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| Guidelines for Avoiding Control Battles | |
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| Guidelines for Utilizing Consequences in the Classroom | |
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| Love and Logic Tips | |
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| Dealing with Power Struggles | |
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| How to Destroy the Teaching Value of a Logical Consequence | |
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| Rules for Giving Choices | |
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| Consequences with Empathy | |
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| Guiding Students to Solve Their Own Problems | |
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| Using Negative Assertion | |
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| Using Negative Assertion and Broken Record | |
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| Gaining Control by Giving Some Away | |
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| Thinking Words and Fighting Words | |
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| Choices vs. Threats | |
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| Possible Choices in the Classroom | |
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| Punishment vs. Discipline | |
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| Four Steps to Responsibility | |
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| Styles of Teaching | |
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| Affordable Price Tags | |
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| A Core of Beliefs | |
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| When Consequences Don't Work | |
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| Setting Limits | |
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| Better Ways to Say "No" | |
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| Supportive Theory and Research for Teaching With Love and Logic | |
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| Research and Readings | |
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| References | |
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| Index | |