COURSE TITLE:

LOVE & LOGIC IN TEACHING

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Suzanne Warner
sw11235@yahoo.com

 

COURSE DESCRIPTION:

This independent study course focuses on practical solutions for the day-to-day frustrations and challenges common in today’s 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 every day. This class is appropriate for teachers of grades K-12.

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Understand the concepts of love and logic and its four key principles.
  • Know how teachers’ attitudes and responses affect their students’ successes.
  • Understand how to maintain control of their classrooms, while still allowing student choice and responsibility.
  • Be able to create clear rules and guidelines for their classroom, with natural consequences that are comprehensible to students.
  • Understand of how to create a classroom of responsible students – responsible for their learning and responsible for their behavior.
  • 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 participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

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 and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education 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 on the back of the transcript.

AUS Continuing Education 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

The course text, Teaching with Love & Logic, is available at Amazon.com for $18 plus shipping. Purchase the 2nd edition (2010) , not the 3rd edition (2016).

  • [0944634486] [9780944634486] Teaching with Love & Logic: Taking Control of the Classroom 1st Edition-Paperback

    Buy from Amazon

MATERIALS FEE

Text, Teaching with Love & Logic, is available is approximately $18 at Amazon.com

QUALIFICATIONS FOR TEACHING THIS COURSE:

Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New York.  She has taught mathematics in the middle school, high school, and college 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. 

When not in the classroom, Suzanne enjoys spending time with her family reading, hiking, backpacking and traveling.

BIBLIOGRAPHY

LOVE & LOGIC IN TEACHING

Cushman, Kathleen, Fires in the Bathroom: Advice for Teachers from High School Students, 1st 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.

Johnson, LouAnne , Teaching Outside the Box: How to Grab Your Students by Their Brains, 1st 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 Discipline in Today’s Classroom, 3rd 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: Research-Based Strategies for Increasing Student Achievement, 1st 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.

Mendler, Allen, Motivating Students Who Don’t Care: Successful Techniques for Educators, 1st 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.

Nelson, Jane, Lynn Lott, and H. Sephen Glenn, Positive Disciple in the Classroom, Revised 3rd Edition: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom, 3rd 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.