Managing Common Misbehaviour Problems: Non-verbal Interventions

Managing Common Misbehaviour Problems: Non-verbal Interventions Kara Biloski, Katherine Tomany, Kyle Wrigley

Kara Biloski Hometown: Thunder Bay Major: Kinesiology Minor: Social Sciences Why Teaching: Wants to teach overseas in Asia somewhere…

Kyle Wrigley Hometown: Thunder Bay Major: Chemistry Minor: General Science Why Teaching: Enjoy working with children

Katherine Tomany Hometown: Toronto Major: Community Designs Minor: Environmental Science Why Teaching: Wants to include more environmental knowledge into the school system

Overview • Reviewing Chapter 3 • Introduction of Interventions for Common Behaviour Problems • Prerequisites to Management • Group Discussion • Surface Behaviours and Overlapping • Proactive Intervention Skills • Group activity • Remedial Intervention Skills • Effectiveness of Non-verbal Interventional Skills • Case Study

Review of Chapter 3Understanding Why Children Misbehave • Societal Changes • Media and Violence • Media and alternative role models • Social networking and access to information

Review • Maslow’s Hierarchy of Needs • Physiological needs • Safety and security needs • Belonging and affection needs • Esteem and self-respect needs • Self-actualization needs

Review • Stages of Cognitive Development • Sensomotor (0-2 years) • Preoperational (2-7 years) • Concrete Operational (7-12 years) • Formal Operational (12+ years)

Review • Stages of Moral Development • Punishment-obedience (4-6 years) • Exchange of favours (6-9 years) • Law and order (15-18 years) • Social contract (18-20 years) • Universal ethical (few people reach this level)

Introduction • Surface Behaviours: the most common day-to-day disruptions, off-task behaviours, physical movement intended to disrupt, and disrespect • There are 3 intervention skills: non-verbal, verbal, and use of logical consequences

Non-verbal Intervention • Least intrusive and least potential for disrupting the teacher/learning process • Leaves the teacher with maximum number of management alternatives for future

Prerequisites to Management • Teacher is well prepared to teach • The teacher provides clear directions and explanations for the learning material • the teacher ensures that students understand evaluation criteria • The teacher clearly communicates, rationalizes, and consistently enforces behavioural expectations • The teacher demonstrates enthusiasm and encouragement • The teacher builds positive, caring relationships with students

Group Discussion • Predict what types of student behaviour may result if the teacher does not meet each of the 6 prerequisite teacher behaviours • What, if any, deletions or additions would you make to the six prerequisite teacher behaviours? Explain your modification you suggest.

Surface Behaviour • Examples include: whispering, calling out, sleeping, passing notes, arguing, etc... • They usually are not a result of any deep-rooted personal problem but are normal developmental behaviours of children

Overlapping • Some teacher are able to manage surface behaviours almost intuitively • Overlapping is attending to two matters at the same time and “with-it-ness” a subtle non-verbal communication to students that they are aware of all activities in the classroom

Proactive Intervention Skills • Proactive intervention skills is when an instructor observes the start of, or even anticipates, inattentive behaviour and he/she will give a non-intrusive action to let a student know that they need to return to the task.

Proactive Intervention Strategies • Change the pace of the classroom • Remove distracting objects • Boost the interest of a student who shows signs of off-task behaviour • Redirect the behaviour of off-task students • Provide a “non-punitive” time out • Encourage the appropriate behaviour of other students • Provide cues for expected behaviours

Group Activity • Each group will receive a different classroom situation • Your group will read your situation and decide what the most appropriate intervention strategy would be to stop the surface behaviour • Your group will then act out your situation and the intervention strategy you have • After you have acted our your situation, the class will try to guess which intervention strategy you used • Once the class guesses it, your group will explain why you chose that specific intervention strategy

Remedial Intervention Skills • Initial intervention are subtle and non-invasive • Students must learn to control their behaviours • The goal is redirect students misbehaviour back to the task

Student Centered • We want students to : • develop self control • learn to self manage themselves • to make a conscious choices about how to behave in certain situations

Following the CALM model • We do NOT want to disrupt learning • Interventions should lessen and defuse the situation • Move the interventions hierarchy appropriately

Planned Ignoring • Ignoring a behavior it will lessen and eventually disappear • It is difficult to completely ignore a behavior • Should only be used on misbehaviour that cause little interference like an off task behavior

Signal Interference • Must be clearly directed at the student to be EFFECTIVE! • Eye contact • Pointing to the seat • Shaking head to indicate “no”

Proximity Interference • This is any movement towards the student • This method is to be used when the teacher cannot gain the students attention • Often involves walking towards the student or standing beside the student

How NOT to manage your class… • http://www.youtube.com/watch?v=hut3VRL5XRE

Effectiveness of Non-Verbal Intervention Skills

Review of the 3 Skills • The 3 Non-Verbal Intervention Skills which have been highlighted are: • 1) Planned Ignoring • 2) Signal Interference • 3) Proximity Interference

How are They Effective? • The use of these skills will be successful if: • One or Any combination of the 3 Skills leads to the student resuming appropriate classroom behaviour

Case Study 7.2 Time to get Dramatic!!!!

Case Study 7.2 • 1) What are Mr. Rothman’s options related to the note he has confiscated? Stick to the CALM method and justify • 2) Find three ways that Mr. Rothman adhered to the CALM model • 3) Discuss what Mr. Rothman did RIGHT or WRONG

Non-verbal Intervention Skills • What to remember: • 1) This is a decision making model • 2) Depending on the severity of the behaviour the teacher may bypass these skills for a more drastic technique • 3) There are certain behaviours which will not fit into this Model

Non-verbal Intervention Skills • The skill used is not the important part • The teacher must direct the class towards maintaining the appropriate behaviour in the classroom • Students should learn that the attention gained for appropriate behaviour will be greater than the attention gained for inappropriate behaviour

Behaviour Modification • There are Skills which the teacher can use to change inappropriate behaviour: • 1) If a student feels they are ignored when they raise their hand, they will eventually yell out the answer • 2) Some students will tend to walk around the room during class. What should be done the day they decide to stay in their seat? These are examples of POSITIVE REINFORCEMENT

Behaviour Modification • This is any method which uses stimuli through: • Positive Reinforcement • Negative Reinforcement • The point is to change behaviours and reactions

Summary • Teaching and Learning is the joint responsibility of the teacher and the student; Watch out for Surface Behaviours • Teachers will become strong classroom managers when Proactive Intervention Skills are used • 3 Non-Verbal Intervention Skills are: Planned Ignoring, Signal Interference, and Proximity Interference

References • (1) Levin, James. Principles of Classrooom Management: A Professional Decision-Making Model: 3rd Edition. Pearson. Toronto Ontario. Page 173-188. 2012 • (2) http://www.youtube.com/

Managing Common Misbehaviour Problems: Non-verbal Interventions