EDUC 4454 – Class 5

Bell Work – Discuss any issues regarding your classroom management plan

Did you remember to bring your text book?

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

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 HierarchyHints

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 (2008) pp. 186 – 192 for descriptions

Consequences

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

Chart p. 152 Logical Consequences vs. PunishmentChart p. 152 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

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

ScenarioMardra does not like printing. Every time the class has printing she scribbles with herpencil crayons, draws pictures, and has evenbeen known to take scissors to her notebook.This time she began using her pencils asdrumsticks and is beating out the rhythm toMichael Row Your Boat Ashore.

Why is she misbehaving? Non-verbal approach? How many verbal and which ones? Logical consequence

Intervention HierarchyLevel 1: Nonverbal InterventionPlanned IgnoringSignal InterferenceProximity InterferenceTouch Interference

Level 2: Verbal InterventionHints Adjacent (Peer) Reinforcement Calling on Student / Name Dropping HumourQuestions Questioning Awareness of EffectRequests/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)

(Teacher-Centered)

(Less Confrontational)

(Less Disruptive)

(More Disruptive)

(More Confrontational)

(Levin, Nolan, Kerr & Elliott, 2008, p.206).

See p. 205, Figure 8.2 for the complete

hierarchy

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

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

Finish Management Plan

Remember, I am here to give you a hand if needed. Just drop me an Remember, I am here to give you a hand if needed. Just drop me an e-maile-mail