Prevention and intervention
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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


  • 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?