Classroom+Solutions+Through+Love+and+Logic+Interventions

=**Some Basic Love and Logic Disciplinary Actions**=

//*An important factor in efficient classroom management is your ability to put a stop to disruptive behavior before it becomes serious enough to necessitate applying consequences.//

//*No technique can be effective if it is not delivered with genuine passion.//


 * Remember:**
 * Techniques designed to eliminate a disruption before it intensifies and allow the teacher to continue teaching
 * Techniques work for teachers circulating in the room--not those who try to bark orders from their desks
 * Not intended to be used in a step-by-step process-pick the intervention that is the least severe but powerful enough to fit the situation
 * Designed to enhance the teacher/student relationship
 * Smile! You want kids to believe that you are not upset about having to deal with classroom disturbances


 * Interventions:**
 * 1) The Evil Eye
 * 2) Moving in on the Student
 * ex: gentle touch on the shoulder
 * may differ from student to student
 * 1) Proximity
 * stand closer to student, no eye contact, smile on face
 * 1) Eye Contact and the "No" head-shake
 * says "I don't want to embarrass you, but that's enough of that"
 * 1) Let's Talk About This Later
 * whisper, or "I'll be glad to talk about this later. Thanks". Then move away immediately.
 * 1) Can You Save That? Thanks.
 * with natural and sincere smile
 * 1) Changing Location
 * "Would you mind sitting over there? Thanks."
 * If child says no, "Did I ask in a nice way?" If you have been treating student with dignity and truly asked in a nice way, student is pretty obligated to say, "Yeah, you asked in a nice way." Teacher follows up with, "And you're still not going to do it? Wow. Really? That's hard for me to believe."
 * 1) Is This the Right Place for That?
 * "Hey, could you save that for the playground?"
 * "Just because I like you, should I let you get away with that?"
 * "Does that fit in this class?"
 * Give students an activity to do while you talk with an offending student quietly
 * 1) "I" Messages
 * //These don't make people do things- they provide the opportunity to eliminate power struggles that are based on self-concept and autonomy issues.//
 * 3 parts:
 * 1) Describe what is happening
 * 2) Describe how that makes you feel
 * 3) Identify the tangible effect of the other person's behavior
 * Chronic liar: "When I hear stories from you that I later find out are not true, it takes away my fun of listening to what you have to say."
 * To have the final word: "I just wanted you to know how I felt, and I hoe you will give it some thought. Thank you." If student continues, teacher says, "That's probably true, and I was hoping that telling you how I felt would make a difference."
 * 1) Enforceable Statements
 * Teacher sets limits by describing what she or he will allow or provide. Examples:
 * "I listen to people who raise their hands."
 * "I give credit for all papers on my desk at 3:15."
 * "I dismiss people as soon as I see their desks are cleared."
 * // Talk about what you will do, and only involve what you have absolute control over--you. //
 * 1) Providing Choices
 * Only give choices that will make you happy (not one you like and one you don't)
 * 1) Removing Student to Time-Out
 * Other positive titles: 'office of productive thinking', 'think-it-over place', have kids name it
 * //Original intent was that the student could come back when he or she felt able to handle the limits places upon the group. Therefore, a kid could stay there for thirty seconds, or thirty days. The kid was in control of that.// Has often been abused to give teacher control.
 * Upon student's return, counseling not always necessary (judgement based on circumstances and student)
 * If you have a student who prefers to be in time-out for massive amounts of time, she/he has a problem that may not be solvable within a classroom setting. Basically, kids want to be around other kids.
 * May help to involve parents (if student in time-out too often, parent could agree to take child home until ready to come back the next day. Make sure parent knows not to use this as a reward, but not a punishment either: no questions, no lectures, can sit in his or her room the rest of the day to think it over)
 * Primary school time-out area:
 * not an area where a child can get too comfortable; not a negative place; place where there is no human contact and the student can easily get in and out
 * Teachers possibly make an agreement to use each other's rooms for a time-out spot
 * If kid is disruptive in other teacher's time-out area, immediately sent back to original teacher
 * High school time-out area:
 * Message is "I don't want to force you to be in class; I don't want to make life touch for you. Please feel free to be somewhere else."
 * The positive way we handle time-out can go a long way toward reducing the negative feelings students have towards school and teachers.
 * 1) Evaluating Time-Out
 * To enhance the effectiveness, ask:
 * "What happened?"
 * "How did you feel?"
 * "What did you do?"
 * "How did it work out?"
 * "What are you going to do next time?
 * If student acts as if time-out is a joke, "This is a quiet, think-it-over place, and that we do have another place to go if that student needs to do so."
 * May need to negotiate with principal on a different time-out place for those kids, secluded but safe.
 * Would require involvement/permission from parents.
 * "Sometimes kids need safe places where they can swear, stomp their feet, jump up and down, kick, scream, and peek around corners. We have a perfect place right outside. You're welcome to go there when you need to; then, you're welcome to either be in class or in the quiet time-out once you get all of those behaviors out of your system."
 * 1) Use of the Building Administrator
 * The most you want a principal to say is, "Looks like you got in trouble with that teacher. Good luck. Hope you get it worked out."
 * You want kids to plan on eventually come back to your classroom to work out the problem
 * If needing support from administrator, speak with him or her ahead of time, no surprises, and not when you or student is in an emotional state
 * //*It's alright to complain about having no support from the principal, provided you can describe what support looks like to you. This presents the opportunity to find out if support looks the same to the principal.//
 * 1) Giving an Appointment
 * Good for 'hit and run' students
 * Quietly say to student, "We'll have an appointment to discuss that." Give student a choice of a time.
 * If student does not show up, don't get upset. Make plans for another appointment WITHOUT THE STUDENT'S KNOWLEDGE. Make any necessary arrangements with parents, coaches, etc. When the child tries to make excuses to meet, you can say that you have already spoken with so-and-so and that it is alright.
 * 1) Creating a New Plan
 * Student submits a written plan that identifies what he or she will do in a given situation. (If early elementary, student may have teacher write it down)
 * If doesn't work, he/she is still restricted from the area but on different terms.
 * Each successful day earns the child one more day, but does not assume that he/she has this privilege on a permanent basis-he/she is on a schedule that reviews performance daily
 * Doesn't give student feeling of earning reward or being punished-shows that the child can demonstrate self-control on a day-to-day basis
 * Trick: have the child do the adapting
 * "That's not working our well in the classroom. You're welcome to come back when you figure out a new behavior."
 * "That's not working well in the the halls. Glad to let you use the halls when you can come up with a new behavior."
 * "That's not working well in the lunchroom. Feel free to come back when you've got a new plan of action."
 * 1) Applying Consequences
 * Key is EMPATHY: If issuing a negative content message, balance it with a positive ego message ("We'll miss you")
 * 1) Informational Letters
 * 2) Systematic Suspension

"Would you mind..." "Would you consider..." If other students want to know what you said to a student, "You know I would never share with the rest of the class the things I say to a kid in private. But thanks for asking."
 * Some power phrases:**

//*When we talk to a kid in a way that appears that we assume there will be compliance, the odds are raised immensely that the kid will do what we ask//. Smile and say, "Thank you" at the end of a request and move right on to what you were doing. You have given the unstated message of expectation that the student will cooperate.