EDUC 4454 Class 5

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EDUC 4454 Class 5

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

Did you remember to bring your text book?
January 23, 2006 (Section 5) January 24, 2006
(Section 3) January 27, 2006 (Sections 4 2)
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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

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Rules for Verbal Interventions
Review

• 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 verbal intervention has been
  unsuccessful, move to Logical Consequences

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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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Consequences
Chart p. 149 Logical Consequences vs.
Punishment

• 3 types of Consequences, but only one type for
  teachers. FYI The three types are
• 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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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?

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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.

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Consequences

• REMEMBER

A responsible teacher uses Logical Consequences
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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 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.

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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

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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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Behaviour Plan Review

• Definition of Behaviour Understanding Behaviour
  (assigned in Class 1 Class 2)
• Power Base Approach (assigned Class 3)
• Intervention Steps
• Generic Contract
• Poster

Will be ready to complete by the end of this class
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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 (You have
a Choice option can not follow the last three
verbal too late. Must go directly to Logical
Consequence.)
1. Start here what works for you? Give brief
description of your choices.
(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 example
4. Qualifying Statement re Office
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Intervention Steps Non-Verbal I will begin by
using proximity as an intervention. Proximity is
when you locate yourself closer to the child who
is demonstrating a misbehaviour. As an
alternative I may use signal interference. By
giving a signal to the student you are cuing them
back to task.
Verbal If the non-verbal interventions are
not effective, I will then apply verbal
interventions. I will begin with Calling on
Student / Name Dropping. In this intervention
you insert the students name into the lesson. I
will place the students name before a question
which deals with the lesson or insert it into the
lesson itself (i.e., Mary, what are the nine
planets?). If this intervention is unsuccessful,
I will then Question Awareness of Effect.
In Questioning Awareness of Effect the teacher
points out to the student what they are doing and
how it affects the learning of others. This is
phrased as a question. The teacher does not wait
for the child to answer but continues with the
lesson (i.e., Mary, are you aware that when you
speak without raising a hand it distracts
others?). If the behaviour persists, I will then
implement Glassers Triplets. In Glassers
Triplets, the teacher privately asks the student
three questions What are you doing? Is
it against the rules? What should you be doing?
If a student does not answer honestly, or
does not answer, the teacher answers the question
using direct statements. Following this I
will go back to teaching, allowing the student
time to correct his or her behaviour.
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Logical Consequences If the behaviour persists,
the student has chosen to experience a logical
consequence. A consequence is logical when it is
as directly related to the misbehaviour as
possible. For example, if a students
misbehaviour has resulted in a mess, he or she
will clean it up. If a student has chosen not to
participate in the assigned class work, it will
be assigned as homework and checked the following
day. An alternative logical consequence for this
misbehaviour could be to hold the child in at
recess and have them complete the work at this
time. This would also allow me to talk to the
child about their choice. Depending on the
severity of the misbehaviour and what
interventions have already occurred, the student
may be told You have a Choice and asked to
decide between getting on task or having the
consequence. This will only happen if it is
applicable to the situation.
Office Involvement After I have first tried to
deal with the situation in the classroom, if the
misbehaviour persists or escalates, or if the
child at any time becomes confrontational, I will
then contact the office.
Step One Non-Verbal (use of proximity and
signal interference)
Step Two Verbal (use of Name Dropping, then
Questioning Awareness, then Glassers Triplets)
Step Three Logical Consequences
Step Four Office Involvement
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Why is Spelling Important?

• Over the past three years I have taught
  management to just under 1000 students. The norm
  is that the plans are very well done.
• Very few have had to loose marks due to grammar
  or spelling.
• Easy Candidate Selection
• Top Ten List

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Extra Material (dependant on time)

• Detailed Additional Material
• Key Additional Material (edited version)

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Application Make a Generic Contract
Contracts
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Application Make a Generic 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. 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.