Running Head: Summary of Fays Love and Logic

Summary of Fays Love and Logic

Lauren Galasso
Grand Valley State University

Summary of Fays Love and Logic

Abstract
This paper explores the philosophy of Love and Logic which was founded in 1977 by Jim Fay
and Foster W. Cline. This model is used across the world in many different schools. It provides
tools and techniques to use in classrooms to create an inviting and respectful learning
environment. The different rules and principles that the model is based off of is expressed within
the two published articles and a chapter from a scholarly book on the model, Love and Logic.
The articles go in depth about how to use the model in schools and what teachers and parents are
experiencing with this.

Summary of Fays Love and Logic

Summary of Fays Love and Logic

The Love and Logic model was developed by Jim Fay and Foster W. Cline to build
positive relationships between teachers and students and to promote successful classroom
management. This model is based off of three basic rules: use enforceable rules, provide choices
within limits, and apply consequences with empathy (Fay, J., & Funk, D., n.d.). These rules are
applied within the classroom to prevent behavior problems and build positive relationships in the
classroom. This model teaches parents and teachers the skills of responsibility, to make choices,
and face consequences (Ruddell, 2011). The best way to understand the model of Love and
Logic is to explore the three basic rules further.
The three basic rules may be the easiest way to remember the model, Love and Logic.
The first rule, use enforceable rules, is also referred to as the enforceable statement. This solely
means that we must set the limits within the classroom without any force. Teachers should not be
yelling at students, telling them what to do, or leaving them with no voice, we need to give
students a sense of responsibility in the classroom. Teacher and students should know what is
expected of them throughout the day and if a situation happens, they should know what their
consequence will be. This leaves students wondering about the choices they will have to make
due to their misbehavior. The second rule, providing choices, cannot just be any two choices that
the teacher thinks off the top of their head. The teacher needs to provide choices that are ones
that they like and ones that are appropriate and are not harmful to anyone. Providing choices for
the consequence of the students misbehavior allows students to take responsibility for their own
behavior. An example of a two choices for a student who might be misbehaving while working
in a group or with a partner could be something like, You decide. You can either work alone
today or with a friend (Fay, J., & Funk, D., n.d.). A teacher should never talk to a student in

Summary of Fays Love and Logic

front of the other students; a student should always be pulled aside. A quick and easy way to
keep the other students busy while meeting with the misbehaving student individually is to have
the other students grab a book and read silently. When giving the student choices for their
consequences, it is important to do it with empathy, which is known as the third rule. Teachers
need to remind themselves that the students are little humans and have feelings too. We should
not take our angry and stress out on that child, we need to make sure to stay calm and provide
those choices for that student. When responding to a behavior problem in the classroom,
remember that you are the teacher and you are still in charge.
The Love and Logic model expresses how the students are supposed to take
responsibility of their actions, although, according to Robert Kealey, the adult holds the child
accountable for solving his/her problem in a way that it does not become a problem for others
(Kealey, 2001). Teachers need to be able to find that balance between allowing students to have
the sense of ownership in the classroom, but not letting them run wild with it. Kealey also states
that we must focus on the needs of the students are they will not be able to learn (Kealey, 2001).
The needs of having a safe area, respect and love for all adults, control, feeling important, and
self-competence need to be meet before learning can begin. Teachers need to provide the feeling
of a safe environment for students to grow in. By being consistent and making sure that all the
students know what they are expected of, will help create that environment. Teachers and
students want to be able to continue to build that positive relationship in the classroom
throughout the year.
Love and Logics main goal is to build those positive relationships with teachers,
students, and other staff members in the school. When teachers create positive relationships
they fulfill the missing needs of students so that they no longer have to behave in negative ways

Summary of Fays Love and Logic

to get these needs met (Ruddell, 2011). Educators cannot stress how important it is for teachers
to create relationships with each of their students. Some teachers might find that going to after
school activities to support that struggling student, helps that student succeed in the classroom.
Teachers need to show that they care and love for each of their students inside and outside of the
classroom. By doing this, students will start to behave and show the respect that their teacher
deserves.
Jim Fay and Foster W. Clines model, Love and Logic, is a great way to build positive
relationships in classrooms. Teachers all across the world should become familiar with this
model and try it out at least once in their room. It is easy to remember the three basic rules to
apply when dealing with behavior problems. This model can be used in any grade level and any
school. The Love and Logic is the model that all classrooms should be using with their students
to have that relationships with them.

Summary of Fays Love and Logic

References
Fay, J., & Funk, D. (n.d.). Teaching with love & logic: Taking control of the classroom.
Retrieved April 12, 2016, from https://www.loveandlogic.com/teaching-with-love-andlogic.
Kealey, R. J. (2001). Programs that educate NCEA, Publication Sales, Suite 100, 1077 30th
Street, NW, Washington, DC 20007-3852 ($10 members, $12 nonmembers). Retrieved
from http://search.proquest.com.ezproxy.gvsu.edu/docview/62356557?accountid=39473
Ruddell, M. P. (2011). Love and logic: Influence on teacher-student relationships and classroom
climate Available from ERIC. (1238190340; ED536435). Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1238190340?accountid=39473