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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

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EDUC 4454 – Class 5

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EDUC 4454 – Class 5

Bell Work – Discuss any issues regarding your classroom management plan

Did you remember to bring your text book?


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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


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Rules for Verbal Interventions

Review

  • 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


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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 For’s”

Reminder of the Rules

Glasser’s Triplets

Explicit Redirection

Canter’s “Broken Record”

(Student-Centered)

(Less Confrontational)

(Less Disruptive)

(More Disruptive)

(More Confrontational)

(Teacher-Centered)

See Levin, Nolan, Kerr & Elliot (2008) pp. 186 – 192 for descriptions


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Consequences

Chart p. 152 Logical Consequences vs. Punishment

  • 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


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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’.


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Consequences

  • REMEMBER:

A responsible teacher uses

Logical Consequences


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Logical Consequences

  • Logical

    • Requires teacher intervention and reflects the behaviour

  • 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?”


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Scenario

Mardra does not like printing. Every time

the class has printing she scribbles with her

pencil crayons, draws pictures, and has even

been known to take scissors to her notebook.

This time she began using her pencils as

drumsticks and is beating out the rhythm to

Michael Row Your Boat Ashore.

  • Why is she misbehaving?

  • Non-verbal approach?

  • How many verbal and which ones?

  • Logical consequence


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See p. 205, Figure 8.2 for the complete hierarchy

Intervention Hierarchy

Level 1: Nonverbal Intervention

Planned Ignoring

Signal Interference

Proximity Interference

Touch Interference

Level 2: Verbal Intervention

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 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)

(Less Confrontational)

(Less Disruptive)

(More Disruptive)

(More Confrontational)

(Teacher-Centered)

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


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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


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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


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  • Finish Management Plan

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


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