EDUC 4454 – Class 5

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

Did you remember to bring your text book?

January 10 – Section 4 @ 8:30 Section 5 @ 10:30 Section 6 @ 1:30 Section 7 @ 3:30

January 11 – Section 8 @ 8:30

Review from previous class

Step One and Two: Take a Proactive Approach– The Entry Plan (in August)– The Honeymoon week– Proactive Intervention Skills (while teaching)

Step Three: Interventions– Non-verbal– Verbal

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 If the first verbal control does not work, then use a different

control which is closer to the teacher-influence end of hierarchy 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

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 For’s”

Reminder of the Rules

Glasser’s Triplets

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 (2004) pp. 184 – 190 for descriptions

Consequences

3 types of Consequences, but only one type for teachers.

Logical

Requires teacher intervention and reflects the behaviour

Chart p. 149 Chart p. 149 Logical Consequences vs. PunishmentLogical Consequences vs. Punishment

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. This is one way to end up in the ‘Blue Pages’.

Consequences

• REMEMBER:

A responsible teacher uses

Logical Consequences

Logical Consequences

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 option

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?”

• Logical

– Requires teacher intervention and reflects the behaviour

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 consequences for interrupting in class.

• a student has moved through non-verbal, and two verbal consequences for getting out of their seat and running around.

• a student has moved through non-verbal, and two verbal consequences for not putting away their toys when asked at the end of centre time.

ScenarioMardra does not like printing. Every time the class has printing she scribbles with herpencil crayons, draws pictures, and has evenbeen known to take scissors to her notebook.This time she began using her pencils asdrumsticks and is beating out the rhythm toMichael Row Your Boat Ashore.

– Why is she misbehaving?– Non-verbal approach?– How many verbal and which ones?– Logical consequence

Intervention HierarchyLevel 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)

(Less Confrontational)

(Less Disruptive)

(More Disruptive)

(More Confrontational)

(Levin, Nolan, Kerr & Elliott, 2004, p.196).

See p. 191, Figure 8.2 for the complete

hierarchy

Behaviour Plan Review

Definition of Behaviour & The Importance of Making Learning Interesting (assigned in Class 1 & Class 2)

Power Base & Approach (assigned in Class 3)

Intervention Steps Generic Contract“Poster”

Will be ready to complete by the end of this class

Intervention Hierarchy – For Your Plan…Level 1: Nonverbal Intervention

Planned 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.)

Assignment Grade / % of total Assigned Due

Definition of a Behaviour Problem

1% spelling / grammar deduction if necessary

Class 1 Class 6

The Importance of making Learning Interesting in Proactive Management

3% 1 for affective domain 1 for supporting theorist 1 for tying the above together spelling / grammar deduction if necessary

Class 1 (recommend-

ed to start)

Class 2

Class 6

Philosophy of Classroom Management (Defended Power Based & Approach)

4% 1 for Power 1 for Power rationale 1 for Approach 1 for Approach rationale spelling / grammar deduction if necessary

Class 3 Class 6

Intervention Steps (Actual Plan)

4% 2 for selecting interventions and then going

through steps in correct order 2 for providing brief examples for clarification –

should be briefly justified with a rationale spelling / grammar deductions if necessary 1 mark minimum automatic deduction for

including all interventions

Class 5(will begin to

discuss in class 4 at the latest)

Class 6

Generic/Sample Contract 2% 1 for necessary elements 1 for aesthetic, age appropriateness & effort spelling / grammar deduction if necessary

Class 5 Class 6

Poster on 8x10 paper

1% ½ for aesthetic quality ½ for spelling / grammar

Class 5 Class 6

Why is Spelling Important?

• Easy Candidate Selection

Application: Make a Sample Contract

Contracts

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: Re-read your Behavioural Plan. Add, edit, or change anything so

that it reflects you now. 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.