Today

1
Todays Topic - Interventions Class 1

• EDUC 4464 Class 4

2
In order to Be Proactive and Successful

• Know your preferred power base
• Plan ahead (behaviour plan, classroom
  environment.)
• Behaviour Plan
• Non-verbal
• Verbal
• Consequences
• establish a bottom-line when you
  involve the office

3
Step One In August Have an Entry Plan
An Entry Plan is an Action Plan. In August think
ahead of all the little things you need to know
and do and set about meeting these needs. It is
called an Entry Plan because it aids you in
entering the school, classroom, your teaching
assignment, and the community.
4
The Environment (Part of an Entry Plan)

• Conditions heating, light, noise, ventilation
• Use of space
• Seating Arrangements teacher proximity to all
  students reflects primary teaching strategy all
  students can see not interfere with high usage
  areas
• Bulletin boards and Displays recognize students
• Classroom Guidelines Procedures Rules

5
- The rest of an Entry Plan

• Get a Class List . Medications?
• Previous years teachers
• Location of necessities (i.e., paper towels, fire
  exits, procedures.)
• Other necessities (What do you do if a child gets
  sick?)
• Emergency Codes?
• School Handbook?
• School Rules
• Morning Announcements
• School-wide routines?
• Mentor
• The Community
• First Newsletter
• Siblings
• Yard duty, Entrance and Exit procedures
• Buses?
• OSR Allergies, Medical, IEP, Custody .
• Anything else? Be Proactive!

6
Step 2 Proactive Intervention Skills(Once
school has begun)
Give cues for expected behaviours
Non-punitive time-out
Remove temptations
Changing the pace of classroom activities
Redirect off-task behaviours
Encouraging the appropriate behaviours of other
students
Boost a students interest when he or she shows
signs of off-task behaviours
Fact

• Students more readily accept responsibilities
  when it is clear that the teacher is fulfilling
  his or her responsibilities

• When the teacher is enthusiastic, is prepared
  and has bonded with students (shows that he / she
  cares) the teacher has less discipline problems

7
Guidelines for designing interventions
A problem occurs! How do you handle it? When
the teacher handles a problem the tool they use
is called an Intervention.
8
Guidelines for designing interventions

• The intervention provides the student with
  opportunities for self-control of the disruptive
  behaviours.
• The intervention does not cause more disruption
  to the teaching and learning environment than the
  disruptive behaviour itself.
• The intervention lessens the probability that the
  student will become more disruptive or
  confrontational
• The intervention protects students from physical
  and psychological harm and does not cause
  physical or psychological harm.
• The choice of the specific intervention maximizes
  the number of alternatives left for the teacher
  to use if it becomes necessary.

Identifying your Interventions is Step 3 (and
the part a principal may want to see)
9
Intervention Order
I usually dont happen at all, though when I do I
almost always come last
Office (last resort)
I come after the verbal in most cases. I am
handling the problem in the classroom.
If the steps could talk, they would say
I almost always come second. I can happen twice
but never three times.
I almost always come first
The Law of Least Intervention
10
Non-Verbal Interventions

• Four Benefits of using Non-Verbal Interventions
• Disruption to the learning process is less likely
  to occur
• Hostile confrontation is less likely to happen
• The student is given the opportunity to correct
  his / her own behaviour, before more public
  intervention needs to be employed
• A maximum number of remaining alternative
  interventions is preserved

Step One
11
Four Frequently Used Non-Verbal Remedial
Intervention Skills for Surface Behaviours
Planned ignoring
Proximity interference
Signal interference
Touch interference
12
Verbal Interventions
When misbehaviour is potentially harmful, or
disruptive to a large number of students, it
needs to be stopped quickly and Verbal
interventions are the quickest way to do so.
Step Two
Step One
Nonverbal is not always possible
Overusing a Verbal intervention, decreases the
effect of the intervention.
13
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
• 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 the first verbal control does not work, then
  use a different control which is closer to the
  teacher-influence end of hierarchy
• If more then one, or on occasion two, verbal
  intervention(s) has been unsuccessful, move to
  Logical Consequences

14
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
15
Application

• Each table will be assigned a task.
• 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.
• 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, your
  assigned readings, and my website prepare to
  enact this intervention.

16
Homework

• Read Chapter 8, Chapter 9, and pp. 144-152 of
  Chapter 6.
• Read Chapter 10 if you have time. You will want
  to read it sometime before next year.
• See you after Christmas / December/ Yule / Winter
  / etc Break!
• Laugh a lot
• Be Safe
• Be Happy