1. EDUC 4454 – Class 5
Bell Work – Discuss any issues regarding your classroom management plan
Did you remember to bring your text book?

2. Review from previous class
Step One and Two: Take a Proactive Approach
The Entry Plan (in August)
The Crucial first weeks – establishing rules/routines
Proactive Intervention Skills (while teaching)
Step Three: Interventions
Non-verbal
Verbal

3. Rules for Verbal Interventions
Review
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

4. 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 For’s”
Reminder of the Rules
Glasser’s Triplets
Explicit Redirection
Canter’s “Broken Record”
(Student-Centered)
(Less Confrontational)
(Less Disruptive)
(More Disruptive)
(More Confrontational)
(Teacher-Centered)
See Levin, Nolan, Kerr & Elliot (2008) pp. 186 – 192 for descriptions

5. Consequences 3 types of Consequences,
Chart p. 152 Logical Consequences vs. Punishment
3 types of Consequences,
Natural –occur without anyone’s intervention
Logical-with teacher intervention are directly & rationally applied to the behaviour
Contrived (aka Punishment-adverse consequence of a targeted behaviour that suppresses the behaviour)
but only one type should be the focus for teachers.
Logical
Requires teacher intervention and reflects the behaviour
Should not be applied in anger as it then becomes punishment

6. 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’.

7. A responsible teacher uses
Consequences
REMEMBER:
A responsible teacher uses
Logical Consequences

8. 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 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?”

9. 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

10. Intervention Hierarchy
See p. 205, 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 For’s”
Reminder of the Rules
Glasser’s Triplets
Explicit Redirection
Canter’s “Broken Record”
Level 3: Use of Logical Consequences
“You have a choice.”
(Student-Centered)
(Less Confrontational)
(Less Disruptive)
(More Disruptive)
(More Confrontational)
(Teacher-Centered)
(Levin, Nolan, Kerr & Elliott, 2008, p.206).

11. Classroom Management to Win Students Over-Not Win Over Them
Part A- Bonding & Connecting With Students
As you watch the video complete the sheet for Part A
Work in groups of no more than 6 to respond to question 3
Part B- Routinize
As you watch the video complete the sheet for Part B
In your same groups, respond to question 4

12. Management Plan Review
Definition of Behaviour Problem & The Importance of Making Learning Interesting (assigned in Class 1 & Class 2)
Power Base & Approach (assigned in Class 3)
Review handout on “Writing a Classroom Management Plan” from Class 2

13. Finish Management Plan
Remember, I am here to give you a hand if needed. Just drop me an