EDUC 4464 – Class 5 Website of the Day: shtml Did you remember to bring your text book? January 8 – Section 8:30 Section 10:30 Section 1:30 January 10 – Section 8:30 Section 10:30

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

Four Frequently Used Non-Verbal Remedial Intervention Skills for Surface Behaviours Planned ignoring Signal interference Proximity interference Touch interference Review Not the same as ignoring! Physical contact with the student Careful! Works in all grades, but especially well in J/I/S Visual cues and reminders

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

Verbal Intervention Hierarchy 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 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

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!

Verbal Intervention Hierarchy 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 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

Intervention Order Consequences Verbal Non-Verbal Interventions Office (last resort) The Law of Least Intervention First and most common Only happens once or twice Be the trusted professional – deal with it in the classroom

Consequences 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 Chart p. 149 Logical 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. We don’t 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.

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 (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?” 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 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

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 Tony’s more spirited moves. –Why is she misbehaving? –Non-verbal approach? –How many verbal and which ones? –Logical consequence

Intervention 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 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

AssignmentGrade / % of total Definition of a Behaviour Problem 1%  spelling / grammar deduction if necessary 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 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 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 Generic Contract2%  1 for necessary elements  1 for aesthetic, age appropriateness & effort  spelling / grammar deduction if necessary Poster  on 8x10 paper 1%  ½ for aesthetic quality & ½ for spelling / grammar

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 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. Move this way when using. 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. Statement re: Office (Note: After any of the last three verbal – Must go directly to Logical Consequence.)

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)

Why is Spelling Important? Easy Candidate Selection

Application: Make a Generic or Sample Contract 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 (3 pages) Behaviour Plan - Due next week in class as stated in the first class and on course outline.