1. Adapted from the Audio Tapes: 23 Quick and Easy Love and Logic Classroom Interventions By Jim Fay

2. 23 Quick and Easy Love and Logic Classroom Interventions

3.  Neutralizing Student Arguing  Delayed Consequences  Empathy  The Recovery Process  Positive Teacher/Student Relationships  Setting Limits with Enforceable Statements  Choices Prevent Power Struggles  Preventative Interventions  Guiding Students to Own and Solve Their Problems

4. Relationships between teacher and student

5. Greet Students at the Door Every Day Sounds like: “Good to see you today. Glad you’re here today for class.” Note: Prepare a warm-up activity that allows you to:  Meet each and every student  Welcome them individually to your class  Confirm your excitement about them being in your class

6. The One-Sentence Intervention Note: This is a preventative strategy designed to build the relationship, trust, and interest of the student. Sounds Like: “I noticed that...(fill in with a neutral observation you’ve made that is not related to academic performance). I noticed that.”

7. The Evil Eye Looks Like:  A squint, a wink  Punctuated with a smile

8. Meander Toward the Student  Keep teaching  Pass by the student – turn and come in from the rear  Whisper in the ear...  Be careful not to look at the student (instead, scan the class; refer to teaching visuals, etc.) Rip and walk.

9. Stand in Place Proximity to the Student  One hand on student’s desk or chair  Keep talking/gesturing with the other hand, etc. Note: If the student is a “hands-off” type, omit the touch... but stand in place.

10. Give Choices Can be a preventative strategy or incorporated into “consequence” statement. Most powerful if used for preventative purposes. Note: Give 2 choices and be sure you are happy with either one. Give choices during “good” times not after arguing or non-compliance.

11. Send a message “You’re O.K., but your behavior is not” Sounds like: “Can you save that for later ? Thanks.” “This isn’t the best time for that. Thanks.” Walk away, expecting compliance. Note: If your anger or frustration shows it frightens or inhibits compliant or shy students.

12. Change Their Location Sounds like: “Would you mind sitting over there.. ? Thanks.” “Would you humor me... ?” “Thanks.” (Walk away. This is the assumption of compliance and trust.) Note: This is not a demand or a threat.

13. Emphasize that the Behavior is “Misplaced”... not “Bad” Sounds Like: “You know how much I love your sense of humor...” “Just because I like you, should I overlook that...etc.” “Could you _____ just for me?” Note: Smile and show no anger.

14. “I” Messages Sounds Like: “Don’t know if you’ve noticed, but I can’t teach well when... (name their infraction/behavior)... Thanks for stopping, etc. (Then walk away.) Note: Three components of the “I” message: -give the other person time -give the other person space -smile

15. Teacher Sets Limits The happiest students are those with teachers who set reasonable limits. Anticipate and develop preventative measures. Looks Like: Classrooms rules posted; signs depicting “times for arguing”; labeled in-boxes, “papers I grade tonight” “papers graded when I have time”. Note: You want to set limits while minimizing power struggles.

16. Enforceable Statements Sounds Like: “I listen to those that raise their hand... I give full credit to papers turned in on time... I argue at 12:30 and 3:30... etc.” Note: Provides the student with information, lets them know what to expect and allows them to determine “how” they will respond to information.

17. Delayed Consequences Gets the benefits of immediate consequences and delayed, all in one technique. Sounds Like: “Oh no. This is sad. I’m going to have to do something about this. But not now... later... try not to worry about it.”

18. Remove Student from Current Activities Until He Feels He is Ready to Rejoin the Class Primary Goals- teacher can teach and students can learn. It is not:  To punish or embarrass  A set time limit  An alternative study/ work environment Looks Like: an “established” recovery zone (in the classroom, in another teacher’s room; not in the hall.)

19. Deny Student Access  Student is restricted from the area of distraction until the student has written out a plan of action. Looks Like: Student sits-out recess or no access to certain areas where the infraction occurred. (i.e. swings, gym, lunch table, etc.)

20. Restricted Without “Terms” Student is restricted on “no terms”- meaning that they gradually return to area of distraction with a “one-day-at-a-time” approach. Note: Restriction may be re-imposed any time the infraction returns.

21. Give the Student an Appointment to Meet and Talk About the Problem Sounds Like: (whisper) “Let’s set an appointment to talk about this issue when we have more time.” Looks Like: Give options on times Note: Make it short and sweet. Do not lecture! Meeting Content:  Thank them for coming  Describe “Thought you should know that I... statement of circumstances.  Dismiss them with “Have a nice evening, afternoon.”

22. Provide Natural, Logical Consequences... With Empathy Sounds Like: 1. “Bummer!” “That must be tough for you.” “What are you going to do?” “Would you like to hear what others have tried in a similar situation?” 2. Give several ideas with the least effective example first. After each idea ask, “How would that work for you?” 3. End with, “Good luck. Let me know how it works out.”

23. Develop Parent Alliance Note: This conversation is strictly to inform parents of the situation and the approach that you will be taking. Critical: Request that they not share your conversation with the student. Remember, you and the parents are a team.

24. Place an informational Telephone Call or E-mail to the parent Objective is to:  Inform  Coach them  Offer help

25. Call in the Administrator Use the administrator only if they agree to not counsel with the student. Coach your administrator to say: “I understand you’re here because... I hope you have a good plan for how you’re going to handle this with... (teacher’s name). Let me know what you come up with and how it works out for you.”

26. Send an Informational Letter Note: Alternative to a phone call/e-mail or when the strategy dictates a well-planned and coordinated effort between the teacher- administrator-parent-student.

27. No Systematic Suspension Formalized Plan including:  Includes all stakeholders  Well-planned meeting  Development of Contract  Definition of specific behaviors and expectations  Performance criteria

28.  Practice  Personalize the Strategy  Take Ownership  Experiment  Reflect  Practice Some More

29. I can be reached at: christineporter@katyisd.org 281-396-2453 Adapted and developed from the Love and Logic Audio Tapes, “Quick and Easy Classroom Interventions” by Jim Fay