FRa1 : La. TTT f~ t..(). :231-824-6423 Jul 16 2003 08: 22AM P2

Dear State Board of Education:

Dale and I have 67 years of combined educational classroom expeJ:ience. We know what is goodfor teens. Y e~ we are still at it, still enjoy it and still benefit our gtk grade students. Our biggestquestion: "How can a student)s academic pQtential be achieved ifhis emotional needs are notmet?" The answer is simple; it can't. Filling students' emotional voids and buildingrelationships are the necessary beginnings to insure that 11Ie No Child Left Behind Act will besuccessful.

Two years ago we experienced ]he Five Love Languages materials by Dr. Gary Chapman. Asthey conftont the importance and identification of the emotional voids of each indivi~ werealized the power and its applicability to the classroom. We tried it. adapted it to theeducational setting, introduced it to others and were extremely impressed with the r~s. Whata difference when you "speak" the primary love language of a student. It affects the opportunityof addressing and filling emotional voids on an individual basis. This is too good to keep toourselves!

We desire to share our ready-to-use strategies of Languages of Love, Teacher to Teacher, with asmany educators as possible. Please refer to the attached sheet for a listing of our presentations todate.

This is the piece of the puzzle that all educators need as we continue to impact studentsemotionally and academically. Building and, unfortunately. repairing a student's emotionalwell-being is essential before academic poterItiaJ can be met. Dale and I have the ready-to-usestrategies, a responsibility and a heart-felt desire to share the concepts we have learned as well asthe classroom appropriate materials we have created.. Why? They work!

Sinc:rJ7I7L~

Nancy Schaaf Dale Whipple

Dale Whipple 281-824-6269fax 2-' 1-824-6423

Nancy Schaaf 231-824-3946www languagesoflove@ho~com

F»1 : UJ. m F'~ t-IJ. : 231-824-6423 Jul 16 2003 ~: ~ P3

PRESENT AnONS TO DATE

Presentations :

Wexford/Missaukee ISD Area Wide In-Service,Cadillac, Michigan. October 9, 2002

.

MAMSE Conference~ Sault Ste. Marie~ Michigan,March 13-14,2003

.

Fetris State University> Off-Campus Educatio~ EDU 499/599>Traverse City> Michig~ April 23, 2003

.

Gland Valley State University, Off-Campus Educatio~EDG 667-EDG 671, Petoskey, Michigan, June 25, 2003

.

Grand Valley State University, EDG 635, Grand Rapids,Michigan, July 15,2003

.

Presentations pending:

MAI-IPERD Conference, Birmingham, Micbi~August 15, 2003

.

Cadillac Heritage Christian School, Cadillac, Michigan,August 19,2003

.

UP Middle School Conference, Marquette, Michigan,October 10, 2003

.

NCA Conference, Lansing, Michigan, October 14-15,2003.

MASSW Conference~ Grand Rapids~ Michigan,October 16-18~ 2003

.

:MEMSP A Conference, Traverse City ~ Michigan~October 23-24, 2003

.MCA Conference, Lansing, Michigan, October 26-28, 2003.

~A Conference, Dearborn, Michigan,December 4-6, 2003

.

~ :La.TTT rA)<t-CI. 231-824-6423 Jul. 16 2003 00:23AM P4

~

Carol Stadden.

Kip Damgard'*. Authorized presenter of

The Fiv~ Love languages Workshop

N S(;ha3f

ancy

231-824-3946wwwolanguagesoftove@hotrD3i].corn

Fax 231 ~24-6423Dale ~~le~ 1-824.0269

-

Jul. 16 2003 OO:23A1 P5231-824-6423F~ t.IJFRa'1 LCLm

THE FIVE LOVE LANGUAGES*

~Teacher

ToTeacher

(Words orGifts

.v Acts of

SerYice

~

P:RnIl c~s:I. I am doing some things right. J can discover them, feel good about them and

keep up the good work!2. I am doing some things by necessity, but I can, with minimal effo~ reap

added bonuses of a better anitude for myself and an acknowledged expressionof love for each student.

3. Some things] am totally missing, but I can find om what they are, make aconscious choice as to what to do about them., and make the investment oftime and energy needed for a guaranteed return.

GOALS:1,2.3

To develop the ability to speak al] five love languages.To detemrine the primary love language of each studentTo begin to fill each Student's love tank.

IT~S A CHOICE:With knowledge comes responsibility. Communicating in a language that speaksto each student is work, but work that is worth it!

(C) Lanpges of Love ...::- ~ :,"

8'Ada})( ecf from COD~ in:Th~ Fiw Lovr LanguOB"s ofT~~nag~rs by Dr. Gary Chaprnan, Nonhfield PublisbiDg. (Djvision of

Moody PrtSS), Apfi2000.7n~ Fiw Low lAngrIag~.f of Chi 'dr~n. Book and Video Pack. by Dr. Gary Clapnan. co-au~

with Ross ~n, M.D., Nonhfield Publishin& (Di'\ision of Moody Prs) , Jlme 1997.Th~ Fiw'Low La1fP..r: How 10 ~.u H~arif~" CommiDllelllIo y"", Male. Book and Video

Pa" by Dr. Gary Chapman. Nonhfleld Pub1ishing (Division of Moody ~), Oricago, 1992, 1995.Used with ~ssion.

FRa' La..m F~ t.(I 231-824-6423 Ju 16 2003 ~: 2~ P6

tET~S~S:t~~l

~l

ofad~~s:ay~ '~side e;,overy'C'~ld iliereis. an~tional

~ is a}so:;a:~']Oy::~tiin5ide ev~lt~ ~ ~t)() ~(;hers . .{ ov e

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;.iQame.

:$;~~NW~PR~I~~ .: .:' ,. ..,,'" -

~: 1 A11. studentsn~anof~elov Jangtjaes; Justasa:baIan earl":t quJr":.=~fjf~~$i;~SlUde~tS':neodi~~fr~~~r_;- es

2~ ASfudent'sp~ry19~ lan~~ge1stbeJa~~e..that ~s 1ouQest' tQ the

chi!d,3.: A Child w~~ lo~~ is ~Y ~no1. rqpood inaposirive. manner at

:r".~f~bUtSho~a~ve.a& ~$ia~ot.1Qve ci)niirit4e.4~ 'T~agtrs~ay~hThit..a:shift in their ptim:atylbv~ 1~~~ bUt.. r~embel-thiS is an ~ 6f'Shift~Jchange$. and gd~lcOrifuSlori: .

T~ atO,$t ~~g-:w:oidinthe~ngiiSb.}~gl1a~u

FROM La..m FAX t.«). : 231-824-6423 Jul. 16 2003 ~:~ P7

EXTRA PAGE 99

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:231-824-6423 Jul 16 2003 ~: 39I=r1 P1F' ~ /'.()FU1 LQ...TTT

ADOLESCENCE-THE TRANSmONAL YEARS

. Adolescence is a transitional state ftom childhood to adulthood.

Adolescents are e'tperiencing physiological, emotio~ intellectual, spiritual andsocial changes.

The adolescent seeks independence and self identity..

All individuals need to receive love in a11 five love languages.

exceptions.Teens are no

An individual's primary love language does not usually change from childhood toadolescence.

.Speaking each student's primary love language will speak more deeply and will morequickly fill his emotional love tank.

.

The adolescent is no longer a child and cannot be handled as such.

Teachers need to learn new dialects for speaking with the adolescent.

5

FRaI1 : l.Cl.. Tit FAX t-[). 231-824-6423 Jul. 16 2003 08:43A11 Pl

"T-TAGS"

\) ~litY TIME

Q TOUCH

Q Words of AFFIRMATION

.,;;.

Q GIFTS

Q Acts of SERVICE

6

FRCI1 LCL TTT ~ ti(). 231-824-6423 Ju 6 2003 08 :4~ P2

QUALIr{ TIME

.

Without quality time, iDdividualsb~gin: to feel that everything else is mere

- impo!!~nt- tban tb~ are.

busy

~ is ufJin1po~t ifthesrudent nas~aneqti~,

eye contactThe seCrete£' ~alitY, time: is

("..;.;..,

~

".8f~ lef~sworkonfhi~ l~g.t"I/iier. " K

,.. ~@r Mrs. Sr~n;

RUL.ES1. Qtlalitytiime. isfecused atte:ntion, nQtsimpry bei~.in'close

iir:():l{im~tethe s~ent.1. Eye eonta.ctWjth.thestiid~ is essential.3. ghe: must feelyoUriindividualatten1:10n even if Qther peqplear~

8Io,liAd.4. Listenactivelyc[.() him Thistneaps $topping any otheI' activity

andgMJig y~t full attention. r£ you can,'t !top for a few'min\ites~y. C"CouIdiouwajtju$t am;nute?' l[~y ~ntt!)hear t'hi$: ,\. ;

5. Let th~ studeninzrlsh without inteffilpting Qr interjecting. Often the student~imply wtnt$ tb ialk it out.

Stheduli1'8 f'())" quality time; is difficult in our

FRa1 : LOL TTT F~ t;(). :231-824-6423 Jul 16 2003 00: 45AM P4

EXAr 1PLES OF QUALITY TIME

You might:

Speak cCwjth" a student not "at" a student.

Create environments for quality time: field trips. dances. ~" nights, etc.

Convey to students that you are available when they need you.

Look a student in the eye and say. "Good morning" with a smile.

Focus on him when he is asking a question or answering one.

HAve a spont3J1eous conversation about anything.

Ask follow-up questions about something she is telling you that shows you areinterested.

Exchange expressions with eye contact.

Stop what you are doing and listen to her when she comes in.

Attend a special event a student is involved in.

LiSten when he opens up about something that is bothering him.

Make a fuss over a special occasion: birthday, good grade~ sports, reci~ etc.

Take extra time to help a student catch up on assignments.

Ask her one question about the day' 5 events that requires more than a "yes" ora "no" answer.

Speak to the student alone in the hall.

Allow students to be part of a decision making process.

Others:

8

FRa1 LO-TTT FAX fI(). 231-824-6423 Ju 16 2003 08:44AM P3

PHYSICAL TOU.CH

.

Every teen needs to bearthe'an~ageo:fphysical touch If they don'1 bear it from

parents and teachers ,th~y ~l se~kn

.

elsewhere..

caution -- when using physical tQu~h withA$ teacner~ we must useour Students.

.

.

excuse

$ln~it can --be: us-ed- UP~QPdirio~l.1y, T?bYS)~t0uc.e:is Gneofi1heQf~e'..reve)~ ~ ~;~, 19"1:1 s.e.;

.

Fhys;ca!, manipulation wjth-a10vmgt~Q~h can

attention~d misbe1l3:vior:

A: si~p)e touCh~t ma:y.~eetI) tothe:t~eber" may.~ "'\.

tome student,(seel1:} ~~, '"B'",",."ri~. b A .~'J-.jO ", rrnle.

It could;.}r look:'anY.DtrrlT.. -

c .'Mrs. Schaqj;d4UlbJs' lOOk ()~2#

~~

Alqng with the actuaktouc~ ~e; contact is very impop~, Eyr;Coptact tell's

the:$1:t\dent: that you want ~o ii:)1eract with her and; helps CQmInunicat:e yout

m~g~..Atf ~hirdJ:en. re~afdl~ss Of age. need t~ b~ touched in appropriat~~ leving

wavs.~

'ije s~r~t.o u~e the touch in a manner that is nQi. eriibarra$sing totbe stu.dest.

Ph;ysicaIt()uch~s can be in the form o-fplaY7 n)JFt:uring~ a:t):Goommuruca'tion.

RmES:

2.

.--'-:4.

Thelan~age Ofphysical touch must be spoken;a:t the appropriate

Jul 16 2003 08: 4~ P5F~ t-rJ. 231-824-6423LATTTFRQ1

EXA!\.1PLES OF PHYSICAL TOUCH

Yau might:

Shake a student's hand in the morning as he enters your classroom,

Give her a high-five for a job well done: quiz, test, recital, sports even~ etc.

Give appropriate touch after a failure: failing a test. not making the team, death inthe family, etc.

Place a hand on a student's back as you ask a question

Nudge him with an elbow or shoulder in a playful manner.

Tap a StUdent on the back as you pass by his desk to remind him to get back ontask.

Playa physical game with students: basketball. football, soccer. ann wrestling.etc.

Sit'Jrneel next to a student while helping her with her work.

Pat a Student/player on the head as a way of saying, "Nice job!~

Place your hand on a student's shoulder as you say. "Good morning".

After a successful activity, have a team huddle.

Others'

10

FROM : L.OL TTT FAX t-IJ. 231-824-6423 Jul 16 2003 08: 4SAM P6

WORDS OF AFFIRMAT10N

The ton e(prpverbs 18:21).

has the power of life and death."

Positive, encouraging' words communicate and

a student

.

9f~r;miDgwordslor 8:

L~;. .

"Fm.ro;proi'id'QfJason:

Lqok al1}jte~c~lleJ:]( WOF!:.

he has dQ:n~;"

C4..Word$Ofaffirm8't1Qnmay be spok~~ written, rt~orded;oririvolve simple:harrQl1)Otif>AS.Give WQY:ds-Cf~[Jl1atio~ lQ 3 way that win nQt oa!Jse~bar;r~ss~~ t()the;stude1ltBe s;.ncere apd. geBuinc; Mean what yo~ say., -.You may hav~ tI;J \(catch~' the student beiAg good ~ tJI,$t, pyt event~lly

op~rtunitj~s [0'; ifiitn1~iOn will come more easily.

R'ULES:

2.

4

A$tudent keeps the