I read some of the Love and Logic books and am trying many of the strategies like giving choices and allowing natural consequences in my classroom. Last year I had a class of 16 students and found L & L quite useful. This year I have 30 students and am finding it much more difficult. For example, in the past if someone needed space or quiet time, I would ask whether she wanted to work in our cool down area or at her own seat. There was plenty of room for everyone. Now I feel like space is limited and I really don't want more than one student asking to move. Another problem I am having is when more than one student is needing attention/a choice. I am trying my best to give them and myself think time and come back to them in a few minutes, but while teaching I sometimes forget to even come back at all. When more than one student is interrupting class or breaking a rule, I find it very difficult to implement L & L and resort back to punishments/rewards and my behavior chart (which is not really all that effective for repeat offenders). Does anyone else have any of these struggles or any suggestions?? Thank you!

[TeachAbroad]

Sorry, but I can't offer any helpful tip!! My friend just recently introduced me to the Parenting with Love and Logic book. I was wondering are there any books specific to teachers?? And, which ones have you read??

[JRichard]

First: There are lots of L&L resources for teachers. First, check out Teaching with Love & Logic by Jim Fay and David Funk. Then, go to the Love & Logic website. They have lots of books and audio tapes on a variety of topics related to L&L: http://www.loveandlogic.com

When the whole class is disrupting (or a large part of the class), I address the issue to the whole class. "Class, it looks like we have a problem. My job is to teach, your job is to learn. When people are out of their seats and talking, we can't do our jobs! How can we solve this problem?" I would guide them through the decision-making process to come up with a solution that works for all (or most) of us.

When two or three people are disrupting, I deal with them one-on-one with whispering. As I am teaching (or monitoring, whatever), I walk close to them and whisper, "Could you save that for Mrs. Smith's class?" or one of Jim's other one-liners. I continue to do whatever it is I am doing at the time. I may need to go back and say something else, "Did I ask you in a nice way?" (Yes.) "And you're STILL not going to listen? Wow!" etc.

A good CD to listen to for more of the above technique is "Quick and Easy Classroom Interventions." It is my favorite CD from L&L.

If you are not able to work in dealing with the problem during the lesson/monitoring/etc., perhaps you could say, "Uh oh! Johnny, that's causing a problem for me! You'll have to come up with a solution. Let me know when you're ready to talk about it." Then maybe you can make a quick note on a clipboard or something to remind yourself to talk to Johnny about X.

If you feel your room is too crowded for cool-down to work effectively, there are two things I can think of to do:

1. Get a screen (like one for home decor--I have one that is old shutters hinged together) and put it around the cool-down area to more effectively separate it from your classroom. (I do not have a large classroom, but I have about 4ft x 3ft that I devoted to this).

2. Make a deal with another teacher. There will always be an empty desk/seat in their classroom for one of your students and you will have one for her students.

Remember: when you send them to cool-down it should not be to do work. They should only take as much time as they need to get their emotions under control, and then rejoin the class. If you have a student that seems to be spending too much time in the cool-down area, you will find some good techniques for dealing with that on the "Quick and Easy Classroom Interventions" CD.

HTH
Jenny

Thanks for your ideas and suggested resources. Over the summer I hope to read a bit more on L & L and explore the website. So far I have read Teaching with Love and Logic and Love and Logic Solutions for Kids with Special Needs. I tried the suggestion of having a kid come up with his own solution today. He was of course much tougher on himself than I would have even been...hopefully it made him take more ownership of his actions/consequences. I understand your point about not allowing kids to work in the cool down area. I wish I would have set up my expectations differently, and I do not like how my partner sends kids to that area as a punishment either. I am wondering if you do however let kids work away from their real area at times to have space to themselves if needed.