Dis6 | Education homework help
EDU506
Classroom Management &
Organization
Belhaven University
Unit 6A
Surface Behavior Management
Identify and describe nonverbal interventions.
Identify and describe verbal interventions and
logical consequences.
Apply understanding of the 3-tiered decision-
making model to respond to misbehavior.
Unit Objectives
Intervention Prerequisites
Surface Behaviors
Proactive Intervention Skills
Unit 6A Topics
Shifting From Prevention to Intervention
U
n
it
s
1
-2 Foundational
Knowledge:
The nature
of discipline
problems U
n
it
s
3
-5 Prevention:
Beliefs,
influencing
students,
relationship-
building, etc.
U
n
it
s
6
-7 INTER-
VENTION:
Non-verbal,
verbal, etc.
Shared Responsibility
“…effective teaching and maximum learning
occur in classrooms when teachers and
students understand that teaching/learning is
the responsibility of both the student and the
teacher.”
(Levin & Nolan, 2021)
Student Responsibilities
Prepare for class
Study
Ask questions
Actively engage in their learning
Stay on task
Teacher Responsibilities
Well-prepared to teach
Specific learning objectives
Effective teaching strategies
Ensures students understand the directions,
content, the importance of it, its relevance to
their lives, and the assessment criteria
Clearly communicates, rationalizes, models, and
consistently enforces behavioral expectations
Builds positive relationships with students
(Levin & Nolan, 2021)
Results
When teachers reinforce
the concept of shared
responsibility for teaching
and learning
Interventions, if
needed, are more
likely to be effective
Surface Behaviors
Verbal interruptions
Off-task behaviors
Actions intended to disrupt learning or teaching
Disrespect
Proactive Intervention Skills
Changing the pace of classroom activities
Removing seductive objects
Interest boosting
Redirecting
Nonpunitive time-out/antiseptic bouncing
Encouraging the appropriate behavior of other
students
Providing cues for expected behaviors
Hurdle help
(The IRIS Center, 2021; Levin & Nolan, 2021)
The IRIS Center. (2021). Classroom behavior management
(part 1): Key concepts and foundational practices.
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Levin, J., & Nolan, J. F. (2021). Principles of Classroom
Management (8th ed.). Pearson Education.
References
EDU506
Classroom Management &
Organization
Belhaven University
Unit 6B
Non-verbal Interventions
Decision-Making Hierarchy model
Remedial Intervention Skills
Unit 6B Topics
Decision-Making Hierarchy Model
Which intervention will be used first?
Type and frequency of the disruptive behavior
Congruent with implementation guidelines
Meets two tenets of the hierarchy—
Increasing student self-control
Decreasing disruptions to teaching and learning
Implementation Guidelines
Intervention provides the student the opportunity
to control the disruptive behavior
Intervention does not cause more disruption to the
teaching and learning than the student’s behavior
Intervention reduces likelihood of more disruption
or confrontation
Intervention protects students and does not cause
harm
Intervention choice leaves maximum number of
alternatives
(Levin & Nolan, 2021)
The goal to any remediation intervention skill is
to stop the misbehavior and re-engaging the
student in learning
Tier 1 Remediation Intervention Skills:
Planned Ignoring
Planned
Reinforcement theory—ignored behaviors eventually
cease
Takes practice!
Limitations
Initially, the ignored behavior may increase.
Peers may reinforce the behavior.
Must move quickly to the next intervention if this
intervention does not show signed of working.
(Levin & Nolan, 2021)
Tier 1 Remediation Intervention Skills:
Signal Interference
Non-verbal action that communicates to the
student that his or her behavior is not
appropriate or is disturbing others
Clearly directed
The student has no doubt that the teacher is aware of
the behavior.
The teacher must have a business-like expression.
Eye-contact, pointing, holding up a hand, etc.
(Levin & Nolan, 2021)
Tier 1 Remediation Intervention Skills:
Proximity Interference
Any physical movement toward the disruptive
student
Conduct lesson in close proximity of the student’s
desk.
Question-and-answer periods of the lesson
Plan ahead when technology may be used in the
lesson.
Proximity + signal interference = effective non-
verbal intervention technique
(Levin & Nolan, 2021)
Tier 1 Remediation Intervention Skills:
Touch Interference
Light, non-aggressive physical contact with the
student
Communicates to the student that the teacher
does not approve of the behavior
Should redirect student to the appropriate behavior,
when possible
Limitations
Student perceptions
Cultural norms
(Levin & Nolan, 2021)
Effectiveness of Non-verbal Skills
Planned
Ignoring
Signal
Interference
Proximity
Interference
Touch
Interference
Proactive Skills
SUCCESSFUL
The IRIS Center. (2021). Classroom behavior management
(part 1): Key concepts and foundational practices.
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Levin, J., & Nolan, J. F. (2021). Principles of Classroom
Management (8th ed.). Pearson Education.
References
EDU506
Classroom Management &
Organization
Belhaven University
Unit 6C
Verbal Interventions and Logical
Consequences
Unit 6C Topics
Verbal Interventions
Logical Consequences
Verbal Interventions
Powerful and versatile
Effective use = relatively easy and less stressful
classroom management
Ineffective use = create, exacerbate, or amplify
behavior problems
Guidelines for Verbal Interventions
1. Use non-verbal when possible.
2. Keep intervention as private as possible.
3. Keep intervention as brief as possible.
4. Address the behavior, not the student.
5. Set limits on behavior, not feelings.
6. Avoid verbiage that is belittling or sarcastic.
7. Begin with technique that best fits the student and
problem (student-control end of hierarchy).
8. Second intervention closer to teach-control end
9. Move to logical consequences.
(Levin & Nolan, 2021)
Verbal Interventions to Avoid
Instant reactions without thinking
Encourage inappropriate behavior
Focus on irrelevant behavior
Abstract or meaningless directions or predictions
(Levin & Nolan, 2021)
Ineffective interventions because they do not direct
students toward the appropriate behaviors and
increase the likelihood of more confrontation
Tier 2 Verbal Intervention Hierarchy
Student- Teacher-
Controlled Controlled
Begin at the point in the hierarchy that is
likely to correct the behavior and allow as
much student control as possible
Hints
Indirect messaging
Student-Controlled (SC)
Adjacent (peer) reinforcement
Calling on student/Name-dropping
Humor
(The IRIS Center, 2021; Levin & Nolan, 2021)
Questions to Create Cognitive
Dissonance
Mental discomfort that leads to a change
Change is brought about to relieve that
discomfort
(SC)
Questioning awareness of effect
Questioning teacher respect of
the student
(Levin & Nolan, 2021)
Requests/Demands
Explicitly-directed, delivered assertively but not
aggressively
Teacher-controlled
“I message”
Direct appeal
Positive phasing
“Are not for’s”
Reminder of Rules
Glasser’s Triplets
Explicit redirection
Canter’s broken record
(Levin & Nolan, 2021)
Logical Consequences
What would be the natural or logical
consequences if this misbehavior went
unchecked?
What are the direct effects of this behavior on
the teacher, other students, and the
misbehaving student?
What can be done to minimize these effects?
What lesson will the consequences help the
student learn?
Complete reading assignments
Complete writing assignments
Answer discussion questions
Complete unit quiz
What’s next?
The IRIS Center. (2021). Classroom behavior management
(part 1): Key concepts and foundational practices.
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
Levin, J., & Nolan, J. F. (2021). Principles of Classroom
Management (8th ed.). Pearson Education.
References
