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Prevention and intervention

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 and intervention

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  1. Prevention and intervention EDG 4410 Ergle

  2. Prevention includes: • Careful planning (that means work!) • Create classroom climate • Teacher Characteristics: • Caring • Firm • Modeling and Enthusiasm • High Expectations

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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.

  8. 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.

  9. 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

  10. Non-verbal (best) • Proximity • Body orientation • Facial Expression • Gestures Verbal Intervention: • Vocal Variation- lower your voice for an intervention

  11. 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

  12. 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)

  13. 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.

  14. 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

  15. 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.

  16. 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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