EDUC 4454 – Class 4 Bell Work: Bookmark & Explore this site: http://www.theteachersguide.com/ClassManagement.htm Interventions & Being Proactive!
Dec 14, 2015
EDUC 4454 – Class 4
Bell Work:
Bookmark & Explore this site:http://www.theteachersguide.com/ClassManagement.htm
Interventions & Being Proactive!
In order to Be Proactive …… Plan ahead (behaviour plan, classroom
environment….) Know your preferred power base – See Chap.4 of
Principles of Classroom Management
Behaviour Plan: Use -Non-verbal InterventionsVerbal InterventionsLogical Consequences
* establish a bottom-line – when you involve the office
Step 1: In August - Have an Entry Plan
An Entry Plan is an Action Plan. In August think ahead of all the ‘little’ things you need to know and do and set about meeting these needs. It is called an Entry Plan because it aids you in entering the school, classroom, your teaching assignment, and the community.
The Environment (Part of an Entry Plan)
Conditions – heating, light, noise, ventilation Use of space Seating Arrangements – teacher proximity to all
students; reflects primary teaching strategy; all students can see; not interfere with high usage areas
Bulletin boards and Displays – recognize students, celebrate work
Classroom Guidelines: Routines & Rules
- The rest of an Entry Plan - Consider
Get a Class List …. Medications? Previous year’s teachers Location of necessities (i.e., paper towels, fire exits, procedures….) Other necessities (What do you do if a child gets sick?) Emergency Codes School Handbook School Rules Morning Announcements School-wide routines Mentor The Community First Newsletter Siblings Yard duty, Entrance and Exit procedures Buses OSR – Allergies, Medical, IEP, Custody …. Anything else? Be Proactive!
Step 2: Proactive Intervention Skills(Once school has begun)
Change the pace of classroom activities
Remove temptations
Boost a student’s interest when he or she shows signs of off-task behaviours
Redirect off-task behaviours
Use Non-punitive time-out
Encourage the appropriate behaviours of other students
Give cues for expected behaviours
• Students more readily accept responsibilities when it is clear that the teacher is fulfilling his or her responsibilities• When the teacher is enthusiastic, is prepared and has bonded with students (shows that he / she cares) the teacher has less discipline problems
Fact:
Our Responsibility:• When the teacher is enthusiastic, is prepared
and has bonded with students, it shows that he / she cares AND the teacher has less discipline problems
•Students more readily accept responsibilities when it is clear that the teacher is fulfilling his or her responsibilities
•Surface behaviours usually are not the result of any deep-seated problem but rather are normal developmental behaviours of children but be aware…
What we have to Remember:
Guidelines for designing interventions
A problem occurs!
How do you handle it?
When the teacher handles a problem the ‘tool’ they use is called an Intervention.
Step 3: Guidelines for designing interventions
The intervention provides the student with opportunities for self-control of the disruptive behaviours.
The intervention does not cause more disruption to the teaching and learning environment than the disruptive behaviour itself.
The intervention lessens the probability that the student will become more disruptive or confrontational
The intervention protects students from physical and psychological harm and does not cause physical or psychological harm.
The choice of the specific intervention maximizes the number of alternatives left for the teacher to use if it becomes necessary.
Identifying your Interventions is Step 3
(and the part a principal may want to see)
Intervention Order
Consequences
Verbal
Non-Verbal Interventions
Office (last resort)
The Law of Least Intervention
I almost always come
first
I come after the verbal in most cases. I am handling
the problem in the classroom.
I usually don’t happen at all, though when I do I
almost always come last
I almost always come second. I can happen twice but after 3 times
there is a consequence.
If the steps could talk, they would say…
Non-Verbal Interventions – Step 1
Consequences
Verbal
Non-Verbal InterventionsStep One
Four Benefits of using Non-Verbal Interventions:•Disruption to the learning process is less likely to occur
•Hostile confrontation is less likely to happen
•The student is given the opportunity to correct his / her own behaviour, before more public intervention needs to be employed
•A maximum number of remaining alternative interventions is preserved
Four Frequently Used Non-Verbal Remedial Intervention Skills for Surface Behaviours
Planned ignoring
Signal interference
Proximity interference
Touch interference
Verbal Interventions – Step 2
Consequences
Verbal
Non-Verbal InterventionsStep One
Step Two
Nonverbal is not always possible
When misbehaviour is potentially harmful, or disruptive to a large number of students, it needs to be stopped quickly and Verbal interventions are the quickest way to do so.
Overusing a Verbal intervention, decreases the effect of the intervention.
Rules for Verbal Interventions Whenever possible use non-verbal first Keep as private as possible Keep as brief as possible Speak to the situation, not the person ( e.g., “Interrupting is rude.” not
“You interrupted. You are rude.”) Set limits on behaviour, not on feelings (e.g., “It’s OK to be angry but it’s
not OK to show it that way.”) Avoid sarcasm or anything that belittles
Fit the student, situation, and be closer to a student-control than a teacher-influence
When considering where to start on the hierarchy, teacher-centered works better with younger, developmentally immature children while student-centered works better with older, more mature students
If the first verbal control does not work, then use a different control which is closer to the teacher-influence end of hierarchy
If more then one, or on occasion two, verbal intervention(s) has been unsuccessful, move to Logical Consequences
Verbal Intervention HierarchyHints
Adjacent (Peer) Reinforcement
Calling on Student / Name Dropping
Humour
Questions
Questioning Awareness of Effect
Requests/Demands
“I Message”
Direct Appeal
Positive Phrasing
“Are Not Fors” messages
Reminder of the Rules
Glasser’s Triplets (3 connected questions or
statemetns)
Explicit Redirection
Canter’s “Broken Record”
(Student-Centered)
(Teacher-Centered)
(Less Confrontational)
(Less Disruptive)
(More Disruptive)
(More Confrontational)
Page 179
See Levin, Nolan, Kerr & Elliot (2008) pp. 186 – 192 for descriptions
In Text – p. 187, Case 8.1
Follow along while we read
At your table discuss questions #1-4.
Question #5:
“What can be done to avoid future clashes?”
Intervention Hierarchy – For Your Plan…Level 1: Nonverbal InterventionPlanned IgnoringSignal InterferenceProximity InterferenceTouch Interference
Level 2: Verbal InterventionHints Adjacent (Peer) Reinforcement Calling on Student / Name Dropping HumourQuestions Questioning Awareness of EffectRequests/Demands “I Message” Direct Appeal Positive Phrasing “Are Not For’s” Reminder of the Rules Glasser’s Triplets Explicit Redirection Canter’s “Broken Record”
Level 3: Use of Logical Consequences
(Student-Centered)
(Teacher-Centered)
1. Start here – what works for you? Give brief description of your choices or an example. M
ove th
is way w
hen
usin
g.
2. Pick a few which work for you. Leave your options open.
Example:
I will first use…then I will…
If necessary, I may use…
Explain the intervention.
Give an example.
Remember the Order!
3. Define and give an example
4. Qualifying Statement re: Office
(Note: After any of the last three verbal – Must go directly to Logical Consequence.)