1. Seven teacher behaviors were listed as prerequisites to appropriate student behavior.

Should these teacher behaviors be considered prerequisites? Why or why not?

Yes these should be considered as prerequisites because these are the basic things that a
teacher should do to prepare for teaching students. Having specific objectives and
strategies, explaining the importance of the information to be learned, having enthusiasm,
etc. are things that all teachers should do before they expect their students to put for effort
to learn.
2. Suggest specific techniques a teacher can use that demonstrate each of the following
proactive intervention skills:
a. Changing the pace: involve students in games, stories, and others that require
active participation.
b. Interest boosting: show interest in the students work.
c. Redirecting behavior: call on the student to answer a question or to continue
reading
d. Encouraging appropriate behavior: Im glad to see that most of have your books
open
e. Providing cues: Turning the lights off to signal voices off
3. The hierarchy of remedial intervention skills is presented as a decision-making model,
not as an action model. Explain why.
The model is intended to be a dynamic approach instead of one that binds the teacher into
a sequential cookbook intervention approach.
4. What types of student behaviors would cause you to decide to bypass initial remedial
nonverbal intervention skills and enter the hierarchy at the proximity or touch-interface
level?
Depending on the type, frequency, and distracting potential, nonverbal intervention may
be bypassed.
5. Explain why you agree or disagree with the premise that management techniques should
be employed in a manner that provides students with the greatest opportunity to control
their own behavior.
Individuals cannot be forced to learn or exhibit appropriate behavior. Interventions
should not force, but instead influence them to manage themselves. Students must be
given responsibility to learn responsibility.
6. Some teachers consider the hierarchical use of remedial intervention skills a waste of
time. They say, Why spend all this time and effort when you can just tell the students to
stop messing around and get back to work. Explain why you agree or disagree with this
point of view.

Students need different types of interventions and the same response may not work as
well for student B as it did for student A. Using a variety of interventions will benefit the
classroom as well as the students.
7. After reading chapter 8 and doing the exercises, use what you have learned to briefly
describe your understanding of the implications of the principles listed at the beginning
of the chapter for a classroom teacher.
a. Principle 1: Techniques should be aligned with the goal of helping students to
become self-directed.
b. principle 2: Using the hierarchy will help a teacher to cope with misbehavior as
well as influence appropriate behavior onto students.
c. principle 3: The hierarchy begins with nonintrusive, nonverbal interventions to
minimize disruptions and maximize learning.
8. Use each of the verbal intervention techniques presented in this chapter to help redirect
the student to appropriate behavior in the following situations:
a. student wont get started on a seat work assignment: I would use the broken
record intervention and remind the student that it is unacceptable to not be
working.
b. student pushes his way to the front of the line: The student would be given a
choice to either apologize to those that s/he pushed and go to the end of the line,
or s/he would go to the end of the line and eat lunch alone that day.
c. student talks to a friend sitting on the other side of the room: I would use Glassers
Triplets and ask the student What are you doing? Is that against our rules? What
should you be doing instead?
d. student lies about a forgotten homework assignment: I would use the positive
phrasing technique and tell the student that as soon as he or she finishes their
homework, they will be able to join us on the carpet (this would not apply in my
classroom since students will have the whole week to complete their homework).
9. develop logical consequences for each of the following misbehaviors:
a. student interrupts while teacher is talking to a small group of students: the student
has to go back to their desk and raise their hand to be spoken to..
b. student steals money from another students desk: the student has to give the
money back, apologize, and then give up something he or she desires.
c. student copies a homework assignment from someone else: the student receives a
zero on the assignment.
d. student squirts a water pistol during class: the student has to go to the APs office.
e. student throws spitballs at the blackboard: the student has to stay inside during
recess cleaning the board.
f. student physically intimidates other students: the student has to speak with the
guidance counselor and apologize to the student.
g. graffiti is found of the restroom wall: students involved have to stay after school
to clean the restroom.
10. list some common teacher verbal interventions that fall under the three types of
ineffective verbal communication patterns:

Arent you sorry for what you did? I dare you to do that again. Grow up! Youll never
amount to anything.
11. After reading chapter 9 and doing the exercises, use what you have learned to briefly
describe your understanding of the implications of the principles listed at the beginning
of the chapter for a classroom teacher.
a. Principle 1: Nonverbal leads into verbal followed by application of logical
consequences.
b. Principle 2: sometimes verbal interventions diffuse confrontation while other
times it may escalate confrontation.
12. Think of the teachers you had in school who were most successful in building positive
relationships with students. What qualities did these teachers possess? How was their
behavior toward students different from the behavior of teachers who were not good at
building relationships? What implications do these differences have for building positive
relationships with students who have chronic behavior problems?
My teachers that had positive relationships with the students were the teachers that
looked at us like we were real people. We werent just kids to them, but they actually
respected as individuals. The teachers that did not have as positive relationships with
students were the teachers that tried to not talk to the kids in any format other than
learning. A teacher should get to know their students as people and more than learning
machines. Knowing their interests can help when they are having a bad day and need
reinforcement.
13. Design a self-monitoring instrument that is appropriate for elementary children and
monitors calling out, talking to neighbors, and staying focused on seat work.
Behavior
Calling out
Talking to
neighbors
Staying focused

Times of the day (5)

Rating

1-I did not follow the rules and what is expected of me.
2-I followed to rules except for once or twice.
3-I followed the rules and I am proud of myself.
14. Should students who exhibit chronic behavior problems receive special rewards for
behaviors that are typically expected of other students? Justify your answer.
Each student needs different things. In my classroom, I plan to have a token economy so
that all students have the opportunity to work towards something. I think that students
with behavior problems should receive the same rewards as the other students but maybe
in a different way. For example, if Johnny is always calling out, the one time he does

raise his hand he should be given a reward. Even if Victoria raises her hand every day,
she will get the same reward for different accomplishments.
15. Develop a list of learning-focused positive consequences that could be substituted for the
use of concrete, extrinsic rewards in behavior contracts or functional behavior
assessment.
Extra reading time, reading with a buddy, computer time, reading on the bean bag chairs,
playing math games.
16. Design an initial behavior contract for the following situation Jonathan, a sixth-grade,
middle school student who loves sports, has refused to do homework for the last three
weeks, has started fights on three different occasions during the past three weeks, and has
disrupted class two or three times each day during the past three weeks.
a. Expected behavior
i. Jonathan will do his homework at least two days a week
ii. Jonathan will not disrupt the class more than once a day
iii. Jonathan will not start any fights
b. Time period
i. November 25, to December 9.
c. Reward
i. If Jonathan follows his contract,
1. He will get 30 minutes of computer time
2. Mrs. Anderson will call his parents to inform them of his progress
3. He will be able to choose the sport played during TDPE on Friday.
17. Examine the sample anecdotal record in figure 10.6. Explain whether you agree with the
following decisions made by the teacher: to continue the intervention after 4/23and 4/24,
to stop the intervention after 4/30. Justify your statements.
I agree with the teacher continuing the interventions, but I feel like they should have been
more confrontational after the student left without signing. I also agree with the teacher
stopping the anecdotal notes on the 30th as the student needs a behavior contract. The
teacher should use new notes to update the contract weekly.
18. After reading chapter 10 and doing the exercises, use what you have learned to briefly
describe your understanding of the implications of the principles listed at the beginning
of the chapter for a classroom teacher.
a. Principle 1: Teachers need to try to resolve problems within the classroom before
asking for outside assistance
b. Principle 2: encourage students that are struggling and they will likely be able to
resolve the problem
c. Principle 3: private conferences and communication will increase the likelihood
of resolution

d. Principle 4: use interventions that have students look at their inappropriate

behavior and its impact on others
e. Principle 5: require students to be accountable for controlling their own behavior
on a daily basis
19. Create a chart of any type which briefly explains the following terms:
Signal Interference
Proximity interference
Touch interference
Adjacent interference

Name Dropping
I message

Direct appeal
Positive phrasing
Are not fors
Glassers Triplets
Explicit Redirection

Broken Record

Making eye contact, pointing to a seat while a

child is wandering, shaking your head
Walking toward the student
Hand on the shoulder, moving a hand from
neighbors desk
Praising other students for doing the correct
behavior while some students are
misbehaving
Asking an off task student a question to get
them back on task.
1. Description of behavior. 2. Description of
its effect on the teacher or students. 3.
Description of the teachers feelings about
this.
To show the teacher is in charge. Firm.
As soon as you X, we can do Y.
Pencils are not for drumming on our desks.
They are for writing.
1.What are you doing? 2. Is that against our
rules? 3. What should you be doing?
List incorrect behavior and correct behavior.
Stop calling out, if you want to be called on
raise your hand.
Repetition is the best part of teaching, tell
student the rules over again. Only use three
times before moving on.

Which of these interventions is most confrontational? Which is least? Which of these would
you most likely use in your classroom and why? Explain.
Nonverbal interventions are the least confrontational: planned ignoring, signal interference,
etc. Using logical consequences is the most confrontational; you have a choice. In my
classroom, I am likely to use as many of these strategies as possible because I feel that
students respond to different types of interventions. Some students may need that touch
interference while others dont want to be touched. Personally, I like reminding students that

they have a choice in everything they do and that each choice has consequences, both good
and bad.