Transcript Slide 1

Today’s Topic Interventions Class 1
EDUC 4454 – Class 4
In order to Be Proactive ……
• Plan ahead (behaviour plan, classroom
environment….)
• Know your preferred power base
• Behaviour Plan:
»Non-verbal
»Verbal
»Consequences
* establish a bottom-line
– when you involve the office
Step One:
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.
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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
Classroom Guidelines: Procedures & Rules
- The rest of an Entry Plan
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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)
Give cues for expected behaviours
Non-punitive time-out
Remove temptations
Changing the pace of classroom activities
Redirect off-task behaviours
Encouraging the appropriate behaviours of other students
Boost a student’s interest when he or she shows signs of off-task behaviours
Fact:
• 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
Our Responsibility:
When the teacher is enthusiastic, is prepared
and has bonded with students (shows that he
/ she cares) the teacher has less discipline
problems
•Students more readily accept responsibilities
when it is clear that the teacher is fulfilling his
or her responsibilities
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What we have to Remember:
•Surface behaviours usually are not the result of
any deep-seated problem but rather are normal
developmental behaviours of children
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.
Guidelines for designing interventions
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The intervention provides the student with opportunities for self-control of the
disruptive behaviours.
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The intervention does not cause more disruption to the teaching and learning
environment than the disruptive behaviour itself.
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The intervention lessens the probability that the student will become more
disruptive or confrontational
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The intervention protects students from physical and psychological harm and
does not cause physical or psychological harm.
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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
I come after the verbal in
most cases. I am handling
the problem in the
classroom.
I almost always come
second. I can happen
twice but never three
times.
I almost
always come
first
I usually don’t happen at
all, though when I do I
almost always come last
Office (last resort)
Consequences
Verbal
Non-Verbal Interventions
The Law of Least Intervention
If the
steps could
talk, they
would say…
Non-Verbal Interventions
Four Benefits of using NonVerbal 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
Consequences
Verbal
Step One
Non-Verbal Interventions
Four Frequently Used Non-Verbal Remedial
Intervention Skills for Surface Behaviours
Planned
ignoring
Signal
interference
Proximity
interference
Touch
interference
Verbal Interventions
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.
Consequences
Verbal
Step Two
Step One
Non-Verbal Interventions
Nonverbal is not
always possible
Overusing a Verbal intervention, decreases the effect of the intervention.
Rules for Verbal Interventions
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Whenever possible use non-verbal first
Keep as private as possible
Keep as brief as possible
Speak to the situation, not the person
Set limits on behaviour, not on feelings
Avoid sarcasm or anything that belittles
Fit the student, situation, and is closer to a student-control then a
teacher-influence
When considering where to start on the hierarchy, teachercentered 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 Hierarchy
Page 179
Hints
Adjacent (Peer) Reinforcement
Calling on Student / Name Dropping
(Student-Centered)
(Less Confrontational)
Humour
Questions
(Less Disruptive)
Questioning Awareness of Effect
Requests/Demands
“I Message”
Direct Appeal
Positive Phrasing
“Are Not Fors”
Reminder of the Rules
Glasser’s Triplets
Explicit Redirection
Canter’s “Broken Record”
(More Disruptive)
(More Confrontational)
(Teacher-Centered)
See Levin, Nolan, Kerr & Elliot (2004) pp. 184 – 190 for descriptions
Application
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Each table will be assigned a task.
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If your table is Centre 6 through 10, you are to
prepare to role play a group of students. The
scenario you will enact will be on the card.
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If your table is Centre 1 through 5, you need to pick
one person to role play the teacher. As a group you
will be assigned an intervention technique. Using
your notes, the text, and my website prepare to
enact this intervention.
Homework
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Read Chapter 8, Chapter 9, and pp. 144-152 of Chapter
6.
Read Chapter 10 if you have time. You will want to read
it sometime before next year.
See you after Christmas / December/ Yule / Winter Break!
Laugh a lot
Be Safe
Be Happy