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Prevention and intervention. EDG 4410 Ergle. Prevention includes:. Careful planning (that means work!) Create classroom climate Teacher Characteristics: Caring Firm Modeling and Enthusiasm High Expectations. Instructional Factors. Organization

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prevention includes
Prevention includes:
  • Careful planning (that means work!)
  • Create classroom climate
  • Teacher Characteristics:
    • Caring
    • Firm
    • Modeling and Enthusiasm
    • High Expectations
instructional factors
Instructional Factors
  • Organization
    • Routines and procedures; materials, time, transitions, good communication strategies
  • Use of Time-
    • use for instructional purposes, anticipate and differentiate
  • Focus
    • Essential questions, high engagement
more instructional factors
More Instructional Factors
  • Feedback
    • Immediate, specific, provides corrective information, positive emotional tone
    • Praise- used less often than thought (p.49)
    • Praise genuinely; immediately, specifically, incidental answers, effort
  • Review and Closure
    • Review at any time, closure at end of lesson; reinforces the learning concepts
planning for effective management
Planning for Effective Management
  • Classroom Rules
    • Few, clear, positive, provide rationale, student input
  • Classroom Procedures
    • Teach to students; practice routines and procedures; be explicit; be positive
  • Physical Environment (p.54)
    • Visibility
    • Accessibility
    • Distractibility
communicate with parents
Communicate with Parents
  • First positive contact
  • Benefits:
    • Higher achievement
    • More positive attitudes
    • Better attendance rates
    • Greater effort on homework
  • Calling communicates a higher degree of caring
intervention
Intervention
  • Withitness- a teacher knows what is going on in all parts of the room and communicates this awareness to students
  • Overlapping- teacher’s ability to attend to more than one thing at a time. Attend to individual while maintaining whole group attention.
effective interventions
Effective Interventions
  • Consistency and Follow Through
  • Brevity, Clarity and Firmness
  • Preserve Student Dignity
  • Recognize the Law of Least Intervention
    • Choose the least disruptive intervention for the misbehavior to keep the class on track for the lesson and learning.
ineffective interventions
Ineffective Interventions
  • Roughness
  • Too much emotion such as frustration
  • Embarrass student
  • Use of sarcasm
  • Arguing
  • Over-reacting- can cause greater disruption to learning process of class
  • Nagging, Yelling, Waiting for long periods of time
non verbal best
Non-verbal (best)
  • Proximity
  • Body orientation
  • Facial Expression
  • Gestures

Verbal Intervention:

  • Vocal Variation- lower your voice for an intervention
behaviorist intervention
Behaviorist Intervention
  • Assertive Discipline systems
  • Systems that focus on rewards are preferred but need both reward and consequences.
  • Punishment Guidelines:
    • Use infrequently
    • Apply immediately
    • Should try to eliminate behavior
    • Avoid using seat work as punishment
    • Apply logically and calmly- never in anger
intervention continuum
Intervention Continuum
  • Minor infractions: praise desired behavior; ignore inappropriate behavior; use indirect cues, use desists
  • Major infractions: use desists, apply consequences
  • Desist- teacher stops a student behavior:
    • Non-Verbal
    • Verbal: Call name; turn body slowly towards student, look at student seriously, wait one second, lower voice, state desired behavior, continue to look at student for 2 seconds.(Fred Jones model)
serious management problems outliers
Serious Management Problems: Outliers
  • Stop the incident
    • Yelling loudly (to stop a fight), make eye contact
  • Protect the victim
  • Get help
  • Legally, you must intervene in a fight but this can mean calling for administration and trying verbally to stop the fight.
long term solutions
Long Term Solutions
  • Work with parents
  • Work with guidance counselors
  • Students will have an RTI or IEP (plan for long term interventions to modify behaviors)
  • Find causes and approach problems with realistic goals.
  • Involve Students when possible
ergle s notes
Ergle’s Notes
  • Prevention and Planning is key for effective management
  • Your withitness and overlapping will improve during your first two years
  • Reflect! What parts of the day are not working well- try new strategies- don’t keep doing the SAME thing every day and think things will improve.
  • Take care of problems when they are SMALL.
  • Focus on the positive.
  • Don’t let one or two students ruin your class. Deal with them accordingly and enjoy the other students.
  • Don’t use group punishment- I hate that! Don’t you?
  • Do use group rewards to encourage a positive climate. Ex: COMPLIMENT.
ergle s questions
Ergle’s Questions
  • Are you organized and well-planned?
  • Do students understand and practice your routines and procedures?
  • Is there “dead” time for students during seat work?
  • What did you do to create a positive classroom climate?
  • Do you plan a variety of lessons and incorporate all learning styles and multiple intelligences?
  • Do the student get up and move or talk every 15 minutes or so during the day?
  • Do you use non-verbal desists and positive reinforcement regularly?
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