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Classroom Intervention Strategies for a New School Year

Classroom Intervention Strategies for a New School Year

Most teachers are already planning and preparing for the new school. The beginning of this school year will be much different than in previous years. Many students will be returning to the classroom setting after a long period of remote learning due to the pandemic. As a result, managing the classroom as students adjust to this change might be more of a challenge than before. Here are some strategies that might help teachers as the face this challenge.

Love and Logic Teachers are Highly Effective Teachers
Love and Logic teachers challenge themselves every day. How? They wonder how long they can go without providing a consequence for misbehavior. They are not challenging themselves to be permissive, instead they understand a fundamental concept.

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

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

  • When I must 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 such as, “That must be really upsetting”

  • Use “I” statements instead of “You” statements:

“I will 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 the 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 to solve – “Good luck. Let me know how it works out.”

In our audio, Quick and Easy Classroom Interventions, you can learn more about intervention strategies as Jim Fay describes 23 proven tools for increasing student cooperation and allowing teachers to take back control of the classroom through an escalating series of interventions. These interventions can help you overcome some of the challenges that this new school year will present.

 

Thanks for reading!

Dr. Charles Fay