A. The Non Verbal
Intervention
1. PLANNED IGNORING - is
based on reinforcement theory that if
you ignore a behavior, it
lessens and eventually disappears
2. SIGNAL INTERFERENCE--- is
any type of non-verbal behavior
that communicates to the
student without disturbing others, that his behavior is not appropriate. Signal
behaviors must be clearly directed at the off-task student. There should be no
doubt in the student mind that the teacher is aware of what is going and that
the student is responsible for the behavior.
3. PROXIMITY CONTROL--- is
any movement towards or taking up a position in the vicinity of the disruptive
student. Proximity control
combined with signal
interference results in a very effective non verbal control technique
4. TOUCH CONTROL--- is a
light non aggressive physical contact
with the student that the
teacher disapproves of the disruptive
behavior.
B. The Verbal Intervention
1.ADJACENT
REINFORCEMENT---it is placed first in the hierarchy
because it gives the student
chance to control his own behaviour
without any intervention on
the part of the teacher that call attention
to the student on his
behaviour.
2.CALL ON THE STUDENT
NAME-DROP---when a student is
behaving inappropriately,
the teacher may redirect the student to
appropriate behaviour by
calling on the student to answer a question,
if asking a question is a
part of the lesson.
3. HUMOR---humor that is
directed at the teacher or at the situation
rather than at the student
can diffuse tension in the classroom as well
as redirect students to
appropriate behaviour
4. QUESTION AWARENESS OF
EFFECT---sometimes students who
disrupt learning are
genuinelynot aware of the effect of their behaviour
on other people. Making them
aware of how their behavior affects
other people is a powerful
technique for getting students to control
their behavior.
5. DIRECT APPEAL--- another
technique that is very useful for
instances in which a teacher
enjoysa referent or expert power base is
direct appeal. Direct appeal
means requesting in a courteousway that
students stop disruptive
behavior
6. POSITIVE PHRASING--- many
times parents and teachers fall into
the trap of putting more
emphasis of the negative outcomes of
misbehaviour than the
positive outcome of appropriate behavior.
7. “ARE NOT FORS”--- of all
the verbal interventions, the "are not
fors" is the most in
use. It is implemented primarily when elementary
or preschool children misuse
property or materialsand is generally
effective behaviour in a
very positive way.
8. REMINDERS OF THE RULES---
when the teacher has established
a clear set of classroom
guidelineof rules early and has received
students' commitment to the
rules, misbehaviour frequently may be
curbed by merely reminding
disruptive students about the rules.
9. GLASSER'S
TRIPLETS---Glasser proposes that teacher ask
disruptive student three
questions in order to direct the students to
appropriate behaviors; a.
What are you doing?b. Is it against the
rules? c. What should you be
doing?
10. EXPLICIT
REDIRECTION---consist of an order to stop the
misbehaviour and return to
acceptable behavior. The redirection is
made in the form of a
teacher command and leaves no room for
student rebuttal.
11. CANTER'S BROKEN
RECORD--- has developed a strategy for
clearly communicating to the
student that the teacher will not engage
in verbal bantering and
intends to make sure the student resumes
appropriate behaviour.
Canter labelled this method “the broken
record” because the teacher
behaviour sounds like a broken record to the student
C.INTERVENTION FOR CHRONIC
PROBLEMS
If the students continually
misbehave even after all the preventive
intervention techniques have
been appropriately employed but they
disrupt learning, interfere
with the work of others, challenge teacher
authority and often try to
entice others to misbehave on a fairly
consistent basis, these
could be done.
1. BEHAVIOR CONTRACTING---a
behavior contract is a written
agreement between the
teacher and student that commit the student
to behave more appropriately
and provides a specified reward for
meeting the commitment.
2. ANECDOTAL RECORD KEEPING -
it can be used for remedying
chronic behavioral problems.
This method has been used successfully
by veteran teachers to
handle a variety of chronic discipline problems.
Anecdotal record keeping is
an interactionist approach of controlling
classroom behaviors.
The above-mentioned
interventions could be applicable to some but
not to everyone, so it is in
the discretion of the teacher to what
intervention she will apply
for a certain disruptive student or students.
But at the end of the day,
one could realize that being an effective
Classroom Manager is not a
talent which some people just have or
others do not but it is a
set of skills and an attitude learned through
patience and practice.