EDUC 4464 Class 5

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EDUC 4464 Class 5

• Website of the Day
• www.proteacher.com/030001.shtml

January 8 Section 12 _at_ 830 Section 11
_at_ 1030 Section 13 _at_ 130 January 10
Section 10 _at_ 830 Section
9 _at_ 1030
Did you remember to bring your text book?

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Review from previous class

• Step One and Two Take a Proactive Approach
• The Entry Plan (in August)
• The Honeymoon week (establish routines rules)
• Proactive Intervention Skills (cues and
  prevention while teaching)
• Step Three Interventions
• Non-verbal
• Verbal

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Four Frequently Used Non-Verbal Remedial
Intervention Skills for Surface Behaviours
Planned ignoring
Proximity interference
Not the same as ignoring!
Works in all grades, but especially well in J/I/S
Physical contact with the student Careful!
Signal interference
Touch interference
Visual cues and reminders
Review
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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
• 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 start
  close to top of the chart
• If the first verbal control does not work, then
  use a different control which is closer to the
  teacher-influence end of hierarchy move down the
  chart
• 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 more then one, or on occasion two, verbal
  intervention(s) has been unsuccessful, move to
  Logical Consequences

Review
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Verbal Intervention Hierarchy
Page 179
Hints 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 Reminder of the Rules
Glassers Triplets Explicit Redirection
Canters Broken Record
(Student-Centered)
(Less Confrontational) (Less Disruptive)
(More Disruptive) (More Confrontational)
(Teacher-Centered)
See Levin, Nolan, Kerr Elliot (2004) pp. 184
190 for descriptions
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Group Task

• As resources, take out your text book and notes
  from last class
• 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.
  Make the scenario realistic to the intervention
  your partner group will enact.
• 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 the individual chosen as teacher
  to enact this intervention.

You have 5 minutes!
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Verbal Intervention Hierarchy
Page 179
Hints 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 Reminder of the Rules
Glassers Triplets Explicit Redirection
Canters Broken Record
(Student-Centered)
(Less Confrontational) (Less Disruptive)
(More Disruptive) (More Confrontational)
(Teacher-Centered)
See Levin, Nolan, Kerr Elliot (2004) pp. 184
190 for descriptions
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Intervention Order
Office (last resort)
Be the trusted professional deal with it in the
classroom
Only happens once or twice
First and most common
The Law of Least Intervention
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Consequences
Chart p. 149 Logical Consequences vs.
Punishment

• 3 types of Consequences, but only one type for
  teachers.
• Natural
• Happen naturally teacher lets it occur, may
  point out the link between behaviour and
  consequence
• Logical
• Requires teacher intervention and reflects the
  behaviour
• Contrived
• Imposed on the student by the teacher and is
  unrelated to the behaviour or involves a penalty
  beyond what is fitting

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Consequences

• REMEMBER
• Natural Consequences have dangers
• If you allow a Natural to happen when you could
  have prevented it, you are really using Contrived
  as the punishment does not fit the crime.
• Contrived Consequences are used to punish the
  student. The teacher is not behaving in a
  responsible, adult fashion. We dont punish! This
  is one way to end up in the Blue Pages.

Note the course outline the mark is for defining
logical consequences. Thus, if I see anything
except Logical consequences in your behaviour
plan I will write you a note (hint) and subtract
the appropriate marks.
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Logical Consequences

• Logical
• Requires teacher intervention and reflects the
  behaviour

• Calmly, thoughtfully, with a forceful manner but
  not punitive
• Emphasis on changing behaviour not punishment
• Make sure student understands what was wrong with
  the behaviour
• You Have a Choice (optional)
• Dialogue is over
• The consequence should be directly as related to
  the offense as possible
• Establish and post the consequences prior to
  school starting
• For behaviours without a preplanned consequence,
  ask yourself What would be the logical
  consequence if this went unchecked?, What are
  the direct effects of this behaviour on the
  teacher, other students, and the misbehaving
  student?, What can be done to minimize these
  effects?

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What are some potential Logical Consequences?

• a student during lunch throws a sandwich at the
  blackboard and makes a nice mess
• a student has moved through non-verbal, and two
  verbal interventions for interrupting in class.
• a student has moved through non-verbal, and one
  verbal interventions for getting out of their
  seat and running around.
• a student has moved through non-verbal, and two
  verbal consequences for not sitting down at the
  start of class

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Scenario

• Mardra does not like math. Every time she has
• math she scribbles with her pencil, draws
  pictures,
• and has even been known to take scissors to her
• Notebook, textbook or desk.
• This time she is using her eraser as a little
• miniature skateboard and is pretending her
  fingers
• are Tony Hawke, riding the skateboard all over
  her
• desk. Her math text has become the ramp for some
  
• of Tonys more spirited moves.
• Why is she misbehaving?
• Non-verbal approach?
• How many verbal and which ones?
• Logical consequence

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Intervention Hierarchy
See p. 191, Figure 8.2 for the complete hierarchy
Level 1 Nonverbal Intervention Planned
Ignoring Signal Interference Proximity
Interference Touch Interference Level 2 Verbal
Intervention Hints 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 Reminder of
the Rules Glassers Triplets Explicit
Redirection Canters Broken Record Level
3 Use of Logical Consequences
(Student-Centered)
(Less Confrontational) (Less Disruptive)
(More Disruptive) (More Confrontational)
(Teacher-Centered)
(Levin, Nolan, Kerr Elliott, 2004, p.196).
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Classroom Managment Plan Review
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From Course Outline
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Intervention Hierarchy For Your Plan
Level 1 Nonverbal Intervention Planned
Ignoring Signal Interference Proximity
Interference Touch Interference Level 2 Verbal
Intervention Hints 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 Reminder of
the Rules Glassers Triplets Explicit
Redirection Canters Broken Record
Level 3 Use of Logical Consequences
1. Start here what works for you? Give brief
description of your choices or an example.
(Student-Centered)
Move this way when using.
2. Pick a few which work for you. Leave your
options open. Example I will first usethen I
will If necessary, I may use Explain the
intervention. Give an example. Remember the Order!
(Teacher-Centered)
3. Define and give an example
(Note After any of the last three verbal Must
go directly to Logical Consequence.)
4. Statement re Office
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When you hand it in next class

• Put all of it together in the proper order (as
  stated on the course outline)
• Have a title page leave off Nipissing material
  focus on title and your name (no student number
  or section number)
• Put your section number on the back of the title
  page small in the corner
• Use subheadings all flush left except for the
  subheading for your intervention steps call
  this section Behaviour Plan and centre it
• Use page numbers in a header (flush right) and
  your name in small font in the footer (flush
  left)

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Why is Spelling Important?

• Easy Candidate Selection

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Application Make a Generic or Sample Contract

• Design a Generic Behavioural Contract which can
  be used for any surface behaviour (i.e., talking
  out in class, not doing homework, not on task,).
  Keep it blank so you can insert the behaviour. OR
  Design a sample contract with a make-believe
  student.
• Do this on your laptops. Keep it simple but be
  creative. Print off a hard copy and include it
  when you hand in your Behaviour Plan. - p. 223
  has a checklist
• Homework
• 1) Finish your plan. 2) Re-read your Classroom
  Management Plan. Add, edit, or change anything
  so that it reflects you now.
• 3) Read Chapter 6 pp. 152-155 (3 pages)

Behaviour Plan - Due next week in class as stated
in the first class and on course outline.