EDUC 4454 – Class 5 Website of the Day: shtml Did you remember to bring your text book? January 10 – Section 8:30 Section 10:30 Section 1:30 Section 3:30 January 11 – Section 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 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

Consequences 3 types of Consequences, but only one type for teachers. Logical  Requires teacher intervention and reflects the behaviour 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. This is one way to end up in the ‘Blue Pages’.

Consequences REMEMBER: A responsible teacher uses 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.

Scenario Mardra does not like printing. Every time the class has printing she scribbles with her pencil crayons, draws pictures, and has even been known to take scissors to her notebook. This time she began using her pencils as drumsticks and is beating out the rhythm to Michael Row Your Boat Ashore. –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

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 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. Qualifying Statement re: Office (Note: After any of the last three verbal – Must go directly to Logical Consequence.)

AssignmentGrade / % of totalAssignedDue Definition of a Behaviour Problem 1%  spelling / grammar deduction if necessary Class 1Class 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 3Class 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 Contract2%  1 for necessary elements  1 for aesthetic, age appropriateness & effort  spelling / grammar deduction if necessary Class 5Class 6 Poster  on 8x10 paper 1%  ½ for aesthetic quality  ½ for spelling / grammar Class 5Class 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 (3 pages) Behaviour Plan - Due next week in class as stated in the first class and on course outline.