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    Love and Logic (Cheat Sheet) - KES Principals

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    KIPPNYCDocs
    This document provides concise summaries of key Love and Logic techniques for responding to students in a calm, empathetic manner: 1. It outlines 15 one-line empathy responses teachers can use such as "I know" or "That must be hard for you." 2. It recommends using a one-sentence intervention that affirms the student twice a week for 3 weeks, such as "I noticed that..." 3. It describes using delayed or anticipatory consequences, informing the student of a future consequence in a calm manner without anger.

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    Love and Logic (Cheat Sheet) - KES Principals

    Uploaded by

    KIPPNYCDocs
    7K views2 pages
    This document provides concise summaries of key Love and Logic techniques for responding to students in a calm, empathetic manner: 1. It outlines 15 one-line empathy responses teachers can use such as "I know" or "That must be hard for you." 2. It recommends using a one-sentence intervention that affirms the student twice a week for 3 weeks, such as "I noticed that..." 3. It describes using delayed or anticipatory consequences, informing the student of a future consequence in a calm manner without anger.

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    This document provides concise summaries of key Love and Logic techniques for responding to students in a calm, empathetic manner: 1. It outlines 15 one-line empathy responses teachers can use such as "I know" or "That must be hard for you." 2. It recommends using a one-sentence intervention that affirms the student twice a week for 3 weeks, such as "I noticed that..." 3. It describes using delayed or anticipatory consequences, informing the student of a future consequence in a calm manner without anger.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    7K views2 pages

    Love and Logic (Cheat Sheet) - KES Principals

    Uploaded by

    KIPPNYCDocs
    This document provides concise summaries of key Love and Logic techniques for responding to students in a calm, empathetic manner: 1. It outlines 15 one-line empathy responses teachers can use such as "I know" or "That must be hard for you." 2. It recommends using a one-sentence intervention that affirms the student twice a week for 3 weeks, such as "I noticed that..." 3. It describes using delayed or anticipatory consequences, informing the student of a future consequence in a calm manner without anger.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    LOVE and LOGIC: A Cheat Sheet

    EMPATHY One-liners:
    Speak empathetically in a calm, sincere way. “Broken record” or “Brain Dead”
    1. I love (respect) you too much to argue.
    2. I know.
    3. Thanks for sharing that with me.
    4. Probably so.
    5. Nice try.
    6. That must be hard for you.
    7. That’s an option. How do you think that would work out for you?
    8. I don’t know. What do you think?
    9. I bet it feels that way.
    10. I’ll listen when your voice is calm (assertive).
    11. You may be right.
    12. It sounds like you are frustrated.
    13. This is so sad.
    14. Oh no.
    15. That’s tough
    16. Wow.
    17. Bummer

    THE ONE-SENTENCE INTERVENTION:

    “I noticed that…”

    Tells the student: “You’re important, I care about you as a human being and believe in you.”
    Plant seeds twice a week for 3 weeks.

    DELAYED or ANTICIPATORY CONSEQUENCE:


    Must be said empathetically to child without anger or sarcasm—then follow through at a later time with a logical
    consequence and short debrief conversation.

    “Oh no. This is so sad. I’m going to have to do something about this. But not now…later. Try not to
    worry about it.”

    PRAISE versus ENCOURAGEMENT:

    PRAISE is vague, describes the teacher’s feelings, can seem untrue or manipulative to students.
    “This is great!” “You did that very well.” “I just love that!”

    ENCOURAGEMENT is very specific, describes the student’s effort, is seen as true by the student.
    “You finished that!” “You stayed in your seat the whole time.” “You got seven out of ten correct.”
    ENFORCEABLE STATEMENTS:
    When you say, “You will…” we lose control; When we say, “I will…” we gain control.

    Please sit down. I’m going to start now. VS. I’ll begin as soon as you are seated.
    Please be quiet. VS. I’ll be glad to start as soon as you show me you are ready.
    Stop talking and get ready for lunch. VS. I will take the class down to lunch when you look ready.
    Don’t talk to me in that tone of voice! VS. I’ll listen to you as soon as your voice in calm.

    CHOICES:
    Give only choices that won’t make a problem for you. Choices should not be threats in disguise.
    1. Put your bodies in a circle or rows?
    2. Do calendar math or morning message first?
    3. Choose your own partner? Have a teacher choose your partner?
    4. Read your own writing or have someone read it for you?
    5. Lights on or off? Music on or off?
    6. Turn in homework before or after breakfast?
    7. Tell Ms. Fry what you did, or do you want me to?
    8. Use crayons or colored pencils?
    9. Find a way to solve your problem without creating a problem for others. (let’s them choose the solution)
    10. Read your book on the floor or in your seat?
    11. Play a group game or an individual game?
    12. Do the assignment by acting it out, reading it, or writing it?
    13. When would you like to choose a talking break?

    QUICK and EASY INTERVENTIONS from Love and Logic:


    1. Give the “teacher look” (or a smile and wink from across the room.)
    2. Walk toward the student while teaching.
    3. Stand close to the student and continue to teach. Nonverbal attention moves!
    4. Establish eye contact and slightly shake your head, indicating “No.”
    5. While teaching, gently place your hand on the student’s shoulder.
    6. Stop briefly and whisper something like, “Can you save that for later?”
    7. Change the student’s location within the classroom.
    8. Whisper something like, “That behavior not okay for school. Please stop.”
    9. Use an I-message (e.g. “I find it hard to teach when you do that. Thanks for stopping.”
    10. Use an enforceable statement (e.g. “I allow students to go to lunch when the line is ready.”)
    11. Provide choices.
    12. Ask the student for a brief ‘recovery’ or ‘time-out.’
    13. Give the student an appointment to talk to you about the problem.
    14. Restrict the student from the area until you feel another try is in order.

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