Managing Common Misbehaviour Problems: Non-verbal Interventions

Kara Biloski, Katherine Tomany, Kyle Wrigley

Kara BiloskiHometown: Thunder BayMajor: KinesiologyMinor: Social Sciences Why Teaching: Wants to teach overseas in Asia somewhere…

Kyle WrigleyHometown: Thunder BayMajor: ChemistryMinor: General ScienceWhy Teaching: Enjoy working with children

Katherine TomanyHometown: TorontoMajor: Community DesignsMinor: Environmental ScienceWhy Teaching: Wants to include more environmental knowledge into the school system

OverviewO Reviewing Chapter 3O Introduction of Interventions for Common

Behaviour ProblemsO Prerequisites to Management O Group DiscussionO Surface Behaviours and OverlappingO Proactive Intervention SkillsO Group activity O Remedial Intervention SkillsO Effectiveness of Non-verbal Interventional SkillsO Case Study

Review of Chapter 3Understanding Why Children Misbehave

O Societal ChangesO Media and ViolenceO Media and alternative role models O Social networking and access to

information

ReviewO Maslow’s Hierarchy of Needs

O Physiological needsO Safety and security needsO Belonging and affection needsO Esteem and self-respect needsO Self-actualization needs

ReviewO Stages of Cognitive Development

O Sensomotor (0-2 years)O Preoperational (2-7 years)O Concrete Operational (7-12 years)O Formal Operational (12+ years)

ReviewO Stages of Moral Development

O Punishment-obedience (4-6 years)O Exchange of favours (6-9 years)O Law and order (15-18 years)O Social contract (18-20 years)O Universal ethical (few people reach

this level)

IntroductionO Surface Behaviours: the most

common day-to-day disruptions, off-task behaviours, physical movement intended to disrupt, and disrespect

O There are 3 intervention skills: non-verbal, verbal, and use of logical consequences

Non-verbal InterventionO Least intrusive and least potential for

disrupting the teacher/learning process

O Leaves the teacher with maximum number of management alternatives for future

Prerequisites to Management

1. Teacher is well prepared to teach 2. The teacher provides clear directions and

explanations for the learning material3. the teacher ensures that students understand

evaluation criteria4. The teacher clearly communicates, rationalizes,

and consistently enforces behavioural expectations

5. The teacher demonstrates enthusiasm and encouragement

6. The teacher builds positive, caring relationships with students

Group DiscussionO Predict what types of student

behaviour may result if the teacher does not meet each of the 6 prerequisite teacher behaviours

O What, if any, deletions or additions would you make to the six prerequisite teacher behaviours? Explain your modification you suggest.

Surface BehaviourO Examples include: whispering,

calling out, sleeping, passing notes, arguing, etc...

O They usually are not a result of any deep-rooted personal problem but are normal developmental behaviours of children

OverlappingO Some teacher are able to manage

surface behaviours almost intuitivelyO 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 SkillsO 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

1. Change the pace of the classroom2. Remove distracting objects3. Boost the interest of a student who

shows signs of off-task behaviour4. Redirect the behaviour of off-task

students5. Provide a “non-punitive” time out6. Encourage the appropriate behaviour of

other students 7. Provide cues for expected behaviours

Group ActivityO Each group will receive a different classroom

situationO Your group will read your situation and decide

what the most appropriate intervention strategy would be to stop the surface behaviour

O Your group will then act out your situation and the intervention strategy you have

O After you have acted our your situation, the class will try to guess which intervention strategy you used

O Once the class guesses it, your group will explain why you chose that specific intervention strategy

Remedial Intervention SkillsO Initial intervention are subtle and

non-invasive

O Students must learn to control their behaviours

O The goal is redirect students misbehaviour back to the task

Student CenteredO We want students to :

O develop self control O learn to self manage themselvesO to make a conscious choices about

how to behave in certain situations

Following the CALM model

O We do NOT want to disrupt learningO Interventions should lessen and

defuse the situationO Move the interventions hierarchy

appropriately

Planned Ignoring O Ignoring a behavior it will lessen and

eventually disappearO It is difficult to completely ignore a

behaviorO Should only be used on

misbehaviour that cause little interference like an off task behavior

Signal InterferenceO Must be clearly directed at the

student to be EFFECTIVE!O Eye contactO Pointing to the seatO Shaking head to indicate “no”

Proximity Interference O This is any movement towards the

studentO This method is to be used when the

teacher cannot gain the students attention

O Often involves walking towards the student or standing beside the student

How NOT to manage your class…

O http://www.youtube.com/watch?v=hut3VRL5XRE

Effectiveness of Non-Verbal Intervention Skills

Review of the 3 SkillsO The 3 Non-Verbal Intervention Skills

which have been highlighted are:

O 1) Planned Ignoring

O 2) Signal Interference

O 3) Proximity Interference

How are They Effective?

O The use of these skills will be successful if:O 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 7.2O 1) What are Mr. Rothman’s options

related to the note he has confiscated? Stick to the CALM method and justify

O 2) Find three ways that Mr. Rothman adhered to the CALM model

O 3) Discuss what Mr. Rothman did RIGHT or WRONG

Non-verbal Intervention Skills

O What to remember:O 1) This is a decision making modelO 2) Depending on the severity of the

behaviour the teacher may bypass these skills for a more drastic technique

O 3) There are certain behaviours which will not fit into this Model

Non-verbal Intervention Skills

O The skill used is not the important part

O The teacher must direct the class towards maintaining the appropriate behaviour in the classroom

O Students should learn that the attention gained for appropriate behaviour will be greater than the attention gained for inappropriate behaviour

Behaviour ModificationO There are Skills which the teacher can use to

change inappropriate behaviour:O 1) If a student feels they are ignored when

they raise their hand, they will eventually yell out the answer

O 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 ModificationO This is any method which uses

stimuli through:O Positive ReinforcementO Negative ReinforcementO The point is to change behaviours and

reactions

SummaryO Teaching and Learning is the joint

responsibility of the teacher and the student; Watch out for Surface Behaviours

O Teachers will become strong classroom managers when Proactive Intervention Skills are used

O 3 Non-Verbal Intervention Skills are: Planned Ignoring, Signal Interference, and Proximity Interference

References O (1) Levin, James. Principles of

Classrooom Management: A Professional Decision-Making Model: 3rd Edition. Pearson. Toronto Ontario. Page 173-188. 2012

O (2) http://www.youtube.com/