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?