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I agree with Dan--- I'm not sure I'd use that particular L&L
techique for interrupters. That is one that I save for times
when I truly can't think up a consequence right at the moment,
or I'm too emotional (ie angry) to talk with the student just
then. For interrupters you need a definite consequence you can
stick to consistently and swiftly.

I teach MS/HS and I do "sticks": Eash student has a popsicle
stick with their name on it--that they make the first day of
class. I keep each class together in a plastic cup. Inside the
cup is a small dixie cup. All the sticks stay inside the dixie
until someone is 'out.' If someone talks out, or is talking
during a demo/intro I'll simply say "John, you're out" and
continue on with my lecture.... I later take his stick and
place it outside of the dixie cup. I'm good about remembering
and I don't have many offenders any more, but at first I used to
quickly jot their names down in front of me and search for the
sticks later.

Each day I do a drawing at the beginning of class for a jolly
rancher. Anyone with their stick in the in cup is in the
drawing. After the drawing all the sticks go back in and
everyone gets a fresh start.

Once a student loses his or her stick they are on 'thin ice' so
to speak, because the next consequence is a lunch detention with
me. I think I've had to give 4-5 all year (and I teach 7
classes a day.) The sticks work really well in my room... even
if the kids don't care about the jolly rancher (which they do...
a lot---lol) it is still a tangible way to let them know they've
had a warning, and the next time they mess up they will have to
give up their social time at lunch.

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