[semester equivalent = 2.00 credits]



Suzanne Warner



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.

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

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.



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.



The course text, Teaching with Love & Logic, is available at 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


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



Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1: COURSE FORUM - How Does Love and Logic Work?

  1. Watch this video by Dr. Charles Fay about Love & Logic.
  2. Read Part 1: How Does Love and Logic Work in Teaching with Love & Logic.  Then in 250-500 words, introduce yourself, share what you hope to gain from this course, and summarize and reflecting on what you read. Consider the following questions when writing your paper:
  • What is the purpose of Love & Logic?
  • What are the three rules of Love & Logic? What are your thoughts regarding each one?
  • ​​​​​​​How do the two basic philosophies od discipline - a systems approach and a principles approach - compare?

Feel free to respond to any other postings from educators who are also taking this course.

Assignment #2: The Four Key Principles of Love and Logic

Read Part 2: The Four Key Principles of Love and Logic in Teaching with Love & Logic.  

  1. Complete the Review Questions.
  2. In 250-500 words, summarize and reflect on what you read. Consider the following questions when writing your paper:
  • What strategies can we use to enhance the self-concept of our students?
  • What is the benefit to students when we allow shared control in our classroom?
  • What is some key verbiage we can use to show empathy with consequences? Why is this so important?
  • Why is shared thinking so important to the development of out students in-and-out of the classroom?

Assignment #3: COURSE FORUM - Realities and Myths

Read Part 3: Realities and Myths in Teaching with Love & Logic.  Then in 250-500 words, summarize and reflect on what you read – consider the following questions when completing this assignment:

  • What is your share your style of teaching?
  • What legal considerations  surprised you (or not) from the reading?
  • How does your school do in terms of implementing school-wide systems?

Feel free to respond to any other postings from educators who are also taking this course.

Assignment #4: Classroom Solutions Through Love and Logic Interventions

Read Part 4: Classroom Solutions through Love and Logic in Teaching with Love & Logic, as well any 2 - 3 articles, podcasts, presentations or videos from the Educator section (2nd tab from left, under the blue Love & Logic banner) at

  • Select two or three interventions that you think are most prevalent to your situation right now. Consider situations of when and where you could implement your chosen interventions.
  • If there are postings in this space, read the comments from others, respond to any posts, and share your areas of most-needed intervention and how you plan to handle those situations.
  • Then in 250-500 words, write a culminating analysis of the readings, sharing your top 3- 5 take-aways from the book and/or websites, share what you learned and how you will use your new knowledge.



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 do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 


Assignment #5: Parent Letter

Write a letter to parents explaining the concepts of love and logic with ideas of how they could incorporate the strategies at home Write 250-500 words.

Assignment #6: Implementation

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 500 words (or more).

Note – If you currently are not in your own classroom, you are welcome to implement within your own family, friend’s children, other children/students with whom you may come in contact. Please contact me if you need more ideas for modifications.

Assignment #7: Mentoring

Mentor one other teacher in the methods and information from this class and observe her/him in the classroom. Write 500 words (or more) summarizing your observation, how s/he incorporated the strategies of love and logic, and your reflection.

Note – If you currently are not in your own classroom, you are welcome to mentor a co-parent (if applicable), a friend, family member, etc… Again, please contact me if you need more ideas for modifications.

Assignment #8: (500 LEVEL ASSIGNMENT)

In addition to the 400 level assignments, complete one of the following:

Option A)
Create a Power Point presentation about Teaching with Love & Logic that could be used as an in-service to colleagues in your school.
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 you’ve learned in this class.
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.


Assignment #9: (Required for 400 and 500 Level)

(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word 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?


Please indicate by email to the instructor if you would like to receive comments on your assignments.


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.



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.