educ 4454 – class 5 website of the day: 30001.shtml did you remember to bring your text book?...
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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 10 – Section 4 @ 8:30 Section 5 @ 10:30 Section 6 @ 1:30 Section 7 @ 3:30
January 11 – Section 8 @ 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 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 (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 Chart p. 149 Logical Consequences vs. PunishmentLogical 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
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.
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
(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 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
(Student-Centered)
(Teacher-Centered)
1. Start here – what works for you? Give brief description of your choices or an example. M
ove th
is way w
hen
usin
g.
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.)
Assignment Grade / % of total Assigned Due
Definition of a Behaviour Problem
1% spelling / grammar deduction if necessary
Class 1 Class 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 3 Class 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 Contract 2% 1 for necessary elements 1 for aesthetic, age appropriateness & effort spelling / grammar deduction if necessary
Class 5 Class 6
Poster on 8x10 paper
1% ½ for aesthetic quality ½ for spelling / grammar
Class 5 Class 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. 152-155 (3 pages)
Behaviour Plan - Due next week in class
as stated in the first class and on course outline.