EDUC 4464 – JI Methods Class 18 Section 9 Bell Work: Under Resources, Class Work your class KWL Chart is listed. Open this up and go to the second section called Misinformation and read it over.

Report Cards – Questions from KWL chart. Questions Not Specifically Answered in class: Comment Questions: How specific do your comments have to be Where would you include more detailed comments? Where should you be getting the resources to create comments for the report card? i.e. comment bank proper spacing and punctuation Is there a word count Do you have to choose from the bank of comments or can you take the more personal approach Should comments be personalized Should you sugar coat your comments. Should comments be sugar coated, more positive or negative How do we phrase things appropriately on the report card without sounding to harsh

Report Cards – Questions from KWL chart. Questions Not Specifically Answered in class: Grading Questions: What is the weight of term 1 and term 2 reports as compared to term 3 reports (i.e. are marks averaged for the three terms or is the mark received on the final report the final grade?) How do we weight the assignments when deciding the mark for the student Should the teacher be too concerned if there are too many A’s in the classroom? Should you bell curve the grades to have similar class averages What grading system to use i.e. Letter grade, levels, % -what types of marks do they get in different grades (e.g. Letter grades or percentages)? What can actually be graded and what just influences a mark The grading for Home form classes/homeroom classes How do you mark them? Do you have to include all evaluation on the report card? What is a minimum number of assessments to provide a grade? How do you give marks for participation? Where are such marks recorded? i.e. can they be factored into the subject mark

Report Cards – Questions from KWL chart. Questions Not Specifically Answered in class: Computer Program Questions: What is the most user friendly and reliable report card program What is the best program to use Easiest way to make report cards (least confusing, easiest program to use) Why does the province of Ontario not have one program Why are there so many and why can’t every board use the same one? Are the report card programs reliable, could all information be lost?

Report Cards – Questions from KWL chart. Questions Not Specifically Answered in class: Other:  How to properly write a IEP report  IEP’s for report cards  -how do you modify your report card for I.E.P students and special education students?  Why does principal have to revise  Why do they come out 3 times instead of 2 or 4.  Should you be asking others to read over your reports? i.e. peer editing  Why is there no spell check in the report card programs  Why is there no spellchecker in report card programs  The average amount of time it takes to make a class report card  How much work is required for each subject for a mark to be compiled and used  When ‘should’ we start working on report cards  What are key strategies that we can do to avoid rushing during report card season  Should teachers keep copies of their past students report cards  For higher grades what to put under Knowledge, Application, Communication and Thinking and Inquiry  Is there a way to determine a student’s class ranking from the report card?

Classroom Management Plan A problem occurs! How do you handle it? When the teacher handles a problem the ‘tool’ they use is called an Intervention.

Guidelines for designing interventions The intervention provides the student with opportunities for self-control of the disruptive behaviours. The intervention does not cause more disruption to the teaching and learning environment than the disruptive behaviour itself. The intervention lessens the probability that the student will become more disruptive or confrontational The intervention protects students from physical and psychological harm and does not cause physical or psychological harm. The choice of the specific intervention maximizes the number of alternatives left for the teacher to use if it becomes necessary. Identifying your Interventions is Step 3 (and the part a principal may want to see)

Intervention Order Consequences Verbal Non-Verbal Interventions Office (last resort) The Law of Least Intervention I almost always come first I come after the verbal in most cases. I am handling the problem in the classroom. I usually don’t happen at all, though when I do I almost always come last I almost always come second. I can happen twice but never three times. If the steps could talk, they would say…

Four Frequently Used Non-Verbal Remedial Intervention Skills for Surface Behaviours Planned ignoring Signal interference Proximity interference Touch interference

Verbal Interventions Consequences Verbal Non-Verbal Interventions Step One Step Two Nonverbal is not always possible When misbehaviour is potentially harmful, or disruptive to a large number of students, it needs to be stopped quickly and Verbal interventions are the quickest way to do so. Overusing a Verbal intervention, decreases the effect of the intervention.

Rules for Verbal Interventions Whenever possible use non-verbal first Keep as private as possible Keep as brief as possible Speak to the situation, not the person Set limits on behaviour, not on feelings Avoid sarcasm or anything that belittles Fit the student, situation, and is closer to a student-control then a teacher-influence When considering where to start on the hierarchy, teacher- centered works better with younger, developmentally immature children while student-centered works better with older, more mature students If the first verbal control does not work, then use a different control which is closer to the teacher-influence end of hierarchy If more then one, or on occasion two, verbal intervention(s) has been unsuccessful, move to Logical Consequences

Verbal Intervention Hierarchy Hints Adjacent (Peer) Reinforcement Calling on Student / Name Dropping Humour Questions Questioning Awareness of Effect Requests/Demands “I Message” Direct Appeal Positive Phrasing “Are Not Fors” Reminder of the Rules Glasser’s Triplets Explicit Redirection Canter’s “Broken Record” (Student-Centered) (Teacher-Centered) (Less Confrontational) (Less Disruptive) (More Disruptive) (More Confrontational) Page 179 See Levin, Nolan, Kerr & Elliot (2004) pp. 184 – 190 for descriptions

Logical Consequences Calmly, thoughtfully, with a forceful manner but not punitive Emphasis on changing behaviour not punishment Make sure student understands what was wrong with the behaviour You Have a Choice option Dialogue is over The consequence should be directly as related to the offense as possible Establish and post the consequences prior to school starting For behaviours without a preplanned consequence, ask yourself “What would be the logical consequence if this went unchecked?”, “What are the direct effects of this behaviour on the teacher, other students, and the misbehaving student?”, “What can be done to minimize these effects?” Logical  Requires teacher intervention and reflects the behaviour

What are some potential Logical Consequences? a student during lunch throws a sandwich at the blackboard and makes a nice mess a student has moved through non-verbal, and two verbal consequences for interrupting in class. a student has moved through non-verbal, and two verbal consequences for getting out of their seat and running around. a student has moved through non-verbal, and two verbal consequences for not putting away their ipod when asked. a student is using their cell phone in class.

Intervention Hierarchy – For Your Plan… Level 1: Nonverbal Intervention Planned Ignoring Signal Interference Proximity Interference Touch Interference Level 2: Verbal Intervention Hints Adjacent (Peer) Reinforcement Calling on Student / Name Dropping Humour Questions Questioning Awareness of Effect Requests/Demands “I Message” Direct Appeal Positive Phrasing “Are Not For’s” Reminder of the Rules Glasser’s Triplets Explicit Redirection Canter’s “Broken Record” Level 3: Use of Logical Consequences (Student-Centered) (Teacher-Centered) 1. Start here – what works for you? Give brief description of your choices or an example. Move this way when using. 2. Pick a few which work for you. Leave your options open. Example: I will first use…then I will… If necessary, I may use… Explain the intervention. Give an example. Remember the Order! 3. Define and give an example 4. Qualifying Statement re: Office (Note: After any of the last three verbal – Must go directly to Logical Consequence.)

Intervention Steps Non-Verbal I will begin by using proximity as an intervention. Proximity is when you locate yourself closer to the child who is demonstrating a misbehaviour. As an alternative I may use signal interference. By giving a signal to the student you are cuing them back to task. Verbal If the non-verbal interventions are not effective, I will then apply verbal interventions. I will begin with Calling on Student / Name Dropping. In this intervention you insert the student’s name into the lesson. I will place the student’s name before a question which deals with the lesson or insert it into the lesson itself (i.e., Mary, what are the nine planets?). If this intervention is unsuccessful, I will then Question Awareness of Effect. In Questioning Awareness of Effect the teacher points out to the student what they are doing and how it affects the learning of others. This is phrased as a question. The teacher does not wait for the child to answer but continues with the lesson (i.e., Mary, are you aware that when you speak without raising a hand it distracts others?). If the behaviour persists, I will then implement Glasser’s Triplets. In Glasser’s Triplets, the teacher privately asks the student three questions: What are you doing? Is it against the rules? What should you be doing? If a student does not answer honestly, or does not answer, the teacher answers the question using direct statements. Following this I will go back to teaching, allowing the student time to correct his or her behaviour.

Logical Consequences If the behaviour persists, the student has chosen to experience a logical consequence. A consequence is logical when it is as directly related to the misbehaviour as possible. For example, if a student’s misbehaviour has resulted in a mess, he or she will clean it up. If a student has chosen not to participate in the assigned class work, it will be assigned as homework and checked the following day. An alternative logical consequence for this misbehaviour could be to hold the child in at recess and have them complete the work at this time. This would also allow me to talk to the child about their choice. Depending on the severity of the misbehaviour and what interventions have already occurred, the student may be told “You have a Choice” and asked to decide between getting on task or having the consequence. This will only happen if it is applicable to the situation. Office Involvement After I have first tried to deal with the situation in the classroom, if the misbehaviour persists or escalates, or if the child at any time becomes confrontational, I will then contact the office. Step One Non-Verbal (use of proximity and signal interference) Step Two Verbal (use of Name Dropping, then Questioning Awareness, then Glasser’s Triplets) Step Three Logical Consequences (in-class consequence related to the behaviour) Step Four Office Involvement

Scenario Mardra does not like math. Every time she is in your math class she scribbles with her pencil, gouges the desk with her protractor, and has even been known to take scissors to her textbook. Today, she has just begun to use her pencils as drumsticks and is beating out the rhythm to Michael Row Your Boat Ashore while you are teaching.  Why is she misbehaving?  Non-verbal approach?  How many verbal and which ones?  Logical consequence

Media Use in the Classroom As you know, media can be used to supplement the curriculum, as a tool to teach the curriculum, and as a means for the students to demonstrate knowledge. It can also be used as a means to build a sense of community in the classroom. By taking pictures or video of your students and displaying them around the room, it sends the message that this is their room. This creates a sense of pride or ownership in the room and decreases classroom management issues. Section 9

Application