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Classroom Management: Classroom Intervention Strategies - Dr. Charles Fay

 

Part 1: Classroom Management: Strategies for Your Classroom

Part 3: Classroom Management: Taking Control of Your Classroom

Now that you are learning to keep your head on a swivel and address issues immediately before they grow and become widespread, let’s discuss some of our quick and easy classroom intervention strategies.

Love and Logic Teachers are Highly Effective Teachers

Love and Logic teachers challenge themselves every day. How? They wonder how long they are able to go without providing a consequence for misbehavior. They are not challenging themselves to be permissive rather they understand a fundamental thought.

Highly effective teachers prevent misbehavior
while less effective teachers constantly react to it.

Not only do Love and Logic teachers understand this fundamental thought, they also understand classroom discipline requires the following:

  • When I have to stop to provide a consequence, I am no longer teaching.
  • When I’m no longer teaching, other students get restless and begin to act out.
  • I don’t really have any consequences that will scare my toughest students into behaving.

Quick and Easy Classroom Intervention Strategies

How do Love and Logic teachers prevent misbehavior? They rely on a variety of subtle actions designed to redirect the behavior while maintaining the flow of the lesson. We call these Quick and Easy Classroom Intervention Strategies. Below are some examples:

  • Begin with nonverbals.
      • Give the “evil eye”.
      • Use a signal – shake of the head, arm movement, etc.
      • Walk toward the student while continuing to teach.
      • Stand close to the student.
  • Use lots of empathy.
      • Nonverbal – look sad or concerned.
      • Verbal – try to lead with how you think the other person might be feeling as in “That must be really upsetting?”
  • Use I instead of You statements.
      • “I’ll start when…”
      • “I will be happy to…”
  • Get them thinking.
      • “What do you plan to do about that?”
      • “Is this helping?”
      • “What’s your best guess…?”
  • Give choices.
      • “You are welcome to ______ or  to______”   “Feel free to ______ or  to ______.”
  • Use your one-liner.
      • “Could be.”  “Possibly so.”  “Nice try.”
  • Build the relationship.
      • I noticed that…
  • Use Recovery Time.
      • Remove student for a “cool off” period.
  • Give natural consequences with empathy
      • Genuine, sincere expressions of empathy must precede the consequence. Lectures about how much the child should learn from his/her experience cancel out the benefit of the consequence.
      • Model and teach problem solving.
        Lead with empathy. “Tough problem, huh?”
        Follow with a sincere question. “What do you plan to do?”
        Gain permission to share. “Would you like to know what others have tried?”
        Explore possible outcomes. “How do you think this might work for you?”
        Allow to solve or not. “Good luck. Let me know how it works out.”
        Or take ownership. “Feel free to ______ when ______.”
  • Move into involving other people.
      • Principals, counselors, parents, coaches, therapists, etc.

Let’s take a look at how this all works together.

Preventing and Minimizing Classroom Disruptions

Flow Chart for Preventing and Minimizing Classroom Disruptions

In the final part of this blog series you will learn when to apply intervention strategies and when to save the consequences for the big stuff.

Hear all of our classroom intervention strategies in the audio Quick and Easy Classroom Interventions.



Part 1: Classroom Management: Strategies for Your Classroom

Part 3: Classroom Management: Taking Control of Your Classroom

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