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Online Class for Nov.

24th
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1. These teacher behaviors should not only be prerequisites, but they should also be
demonstrated throughout the course of the lesson to ensure an engaged and successful
classroom environment.
4. Techniques a teacher can use that demonstrate each of the following proactive
intervention skills:
a) Changing the pace – Have the students transition from desk to carpet or carpet to
outside to give the students an alternative learning environment.
b) Interest boosting - Have a student write the correct problems on the board or simply
walk over to the student(s) and ask them how their work is going.
c) Redirecting behavior – If the student is off task, ask the student a question. If the
student answers the question correctly, give the student positive feedback. If the student
answers the question incorrectly, reword the question or have them call on another
student to help them answer the question.
d) Encouraging appropriate new behavior – Redirect attention to the students who are off
task to the on task behavior. Ex: Telling a student “Thank you for standing quietly in
line.”
e) Providing cues – Hand signals to go to the bathroom, get a drink of water, or sharpen a
pencil.
5. The hierarchy of remedial intervention skills is presented as a decision-making model
rather than an action model because it requires the teacher to make a decision as to which
intervention in the hierarchy to use first.
7. The types of student behaviors that would cause me to decide to bypass initial remedial
nonverbal intervention skill and enter the hierarchy at the proximity or touch-interference
level would be if they are chatting with a partner, playing with objects on their desk, or if
the student seems to be dozing off.
8. I agree with the premise that intervention techniques should be employed in a manner
that provides students with the greatest opportunity to control their own behavior because
I am a firm believer that while teacher may not control the student’s behavior, they most
definitely influence it. Using these techniques also prevent humiliation and
embarrassment from occurring as well.
9. I disagree that remedial intervention skills are a waste of time. I feel that it is
important to become familiar with a variety of techniques and skills so that the teacher
can meet the needs of his or her students. Becoming more familiarized will give the
instructor a variety of ideas to choose from to find which strategy works best for their
students.
10. Using what you have learned, briefly describe your understanding of the implications
of the principles listed at the beginning of the chapter for a classroom teacher.

Principle 1: If classroom management techniques and strategies are consistent, the
students will become more aware of the expectations and procedures of the classroom.
Principle 2: Having a preplanned hierarchy makes the teacher more prepared to react to
his/her student’s misbehavior instantly.
Principle 3: There are many benefits to using a hierarchy in a structured manner.
Students are able to practice self control, disruption in the classroom is decreased,
student’s safety is increased, and it provides the teacher with a variety of techniques and
strategies to influence student behavior.
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2. 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 won’t get started on a seatwork assignment.
- Glasser’s Triplets: “What are you doing? Is it against our rules? What should you be
doing?”
b) Student pushes her way to the front of the line.
- Explicit Redirection: “(Insert name here) stop pushing your way to the front of the line.
Now go back and line up appropriately.”
c) Student talks to a friend sitting on the other side of the room.
- Adjacent Reinforcement: Point out the students who are behaving appropriately by
saying “Thank you (insert name here) for working so quietly on the assignment.”
d) Student lies about a forgotten homework assignment.
- Broken Record: “Are you telling me the truth? Are you sure you’re telling me the truth?
I’ll give you one more chance, are you telling me the truth?”
4. Develop logical consequences for each of the following misbehaviors:
a) Student interrupts while teacher is talking to a small group of students.
-“You have a choice. Either sit at your seat and do your work quietly or move your desk
to the back of the room.”
b) Student steals money from another student’s desk.
-“You have a choice. Return the money or eat alone at lunch today.”
c) Student copies a homework assignment from someone else.
-“You have a choice. Either tell the truth or I’ll call your parents for a conference.”
d) Student squirts a water pistol during class.
-“You have a choice. Either hand me the water pistol and get back to work or sit in the
principals office to tell her what you are doing in class.”
e) Student throws a spitball at the blackboard.
-“You have a choice to either stop spitting spitballs in class or I can call your parents
about your behavior in class today.”
f) Student physically intimidates the other students.
-“You have a choice to stop being aggressive with the other students or you can go have a
chat with the guidance counselor.”
g) Graffiti is found on the restroom wall.
-“You all have a choice to either tell me who did the graffiti in the restroom or to eat
lunch in the classroom in silence for the next week.”

5. Common teacher verbal interventions that fall under the three types of ineffective
verbal communication patters:
 “I dare you to do that again.”
 “Are you going to say sorry?”
 “Why don’t you just admit that you have issues?”
 “Grow up!”
 “What’s wrong with you?”
9. Using what you have learned, briefly describe your understanding of the implications
of the principles listed at the beginning of the chapter for a classroom teacher.
Principle 1: By implementing a hierarchy that has a well thought out structure, the
instructor is able to cope with misbehavior that commonly occurs.
Principle 2: Verbal interventions have many benefits, including a decrease in misbehavior
and confrontation.
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1. When I think back to the teachers that I had in school that were most successful in
building positive relationships with students, it makes me realize that I want my students
to remember me the same way. These teachers were extremely caring and concerned
about what was taking place in our personal lives other than what was just happening
inside the classroom. They also took into account how they could modify their teaching
to reach every student in the class. One-on-one tutoring sessions seemed to be the most
helpful for me academically. Knowing that a teacher was willing to come in early or stay
late after class really showed that he/she cared about my success. The other teachers that
I had were very closed-minded with their students, didn’t show much interest in their
students on a personal level and they never showed signs of flexibility with their students.
For students who have chronic behavior problems, it important that teachers build a
positive relationship with them. This enables those students to create a sense of trust and
comfort in their teacher. It makes the students more likely to approach their teacher when
difficult situations occur.
4. I would create a self-monitoring checklist for the students to keep track of when they
would call out, talk to neighbors, and stay focused on their seatwork. The worksheet
would include the part of the day, rate their level of mastery (based on the criteria I
provide them with), and have them add any comments they wish to add at the end. They
would turn these into me as I write in their planner at the end of the day. It is giving the
students the opportunity to be responsible and hold themselves accountable for their
actions.
6. Students who exhibit chronic behavior problems should receive special rewards for
behaviors that are typically expected of other students. It’s important to accommodate
these student’s needs to ensure that their appropriate behavior stays consistent. However,
these rewards should be used privately to prevent the students from wondering why they

aren’t receiving the same reward. Instead, I would provide these students with a different
type of incentive to make sure their needs are met as well.
8. Learning-focused positive consequences that could be substituted for the use of
concrete, extrinsic rewards in behavior contracts or functional behavior assessment:
-Praise
-Rewards
-Verbal direct communication
-Loss of privileges
9. Contract/conference with Jonathan:
*Verbally, start on a positive note. Have the student acknowledge their inappropriate
behavior and it’s negative effect on the class as a whole.
In order to play sports I will make sure that:
1. I will do all of my homework
2. I will not pick fights and
3. I will not disrupt the class.
If my misbehavior continues, I will not be able to play sports, A note/phone call will be
sent home to my parents, and I will have to sit alone in the guidance counselors office
during lunch away from my friends.
X__________________________
11. Figure 9.6
Explain whether you agree with the following decisions made by the teacher:
a) To continue the intervention after 4/23 and 4/24
-I agree that the teacher should have given the student detention after school on
4/23 for being late to class. The student has been late to class before and the
teacher already gave the student a verbal reminder. I also agree with giving the
student 2 days worth of detention after missing detention on 4/24.
b) To stop the record after 4/30
-Although the student has been showing signs of positive behavior for the past
four days, I don’t agree that the teacher should stop keeping notes on the student.
I would continue documenting for a few weeks to ensure that the behavior is
consistent.
13. Using what you have learned, briefly describe your understanding of the implications
of the principles listed at the beginning of the chapter for a classroom teacher.
Principle 1: Before asking for assistance from an outside source, the teacher should
experiment with a variety of strategies to see which ones work best for the students with
chronic behavior problems.
Principle 2: By decreasing the amount of discouragement that is in the classroom,
students are more motivated and determined to behave appropriately.

Principle 3: Using clear communication and have face-to-face conferences prevent the
students from embarrassment and from miscommunication from occurring within the
classroom.
Principle 4: Strategies where students are able to recognize and become aware of their
negative actions, problems in the classroom are resolved more efficiently.
Principle 5: One way to keep students accountable for their behavior every day in class is
implementing a self-monitoring checklist. By having the students visually see what their
behavior is like, it makes them more aware of how they should behave in the classroom.

Term
Signal interference

Proximity interference
Touch interference
Adjacent interference
Name dropping

I message

Direct appeal
Positive phrasing
Are not for's

Glasser's Triplets

Explanation
Nonverbal behavior that gives a signal to the student without
disturbing the rest of the class that their behavior is not
appropriate.
When the teacher moves towards the student to minimize their
disruptive behavior.
A light, nonverbal, nonaggressive physical contact with the
student.
This technique is based on the learning principle that behavior
that is reinforced is more likely to be repeated.
The teacher redirects the student to appropriate behavior by
calling on the student to answer a question or by inserting the
student’s name in an example or in the middle of a lecture if
asking a question is not appropriate.
A three-part message that is meant to minimize the disruptive
behavior. This also brings attention to the student of the negative
effect of his/her behavior on the teacher:
1. A simple description of the disruptive behavior
2. A description of its tangible effect on the teacher and/or
other students.
3. A description of the teacher’s feelings about the effects of
the misbehavior.
Means asking the student politely to stop their disruptive
behavior.
Focusing on the positive outcomes; wording phrases in a more
positive manner.
Used mainly for elementary or preschool children when they
don’t handle property or materials in the correct manner. EX:
“Erasers aren’t for playing; erasers are for erasing your
mistakes.”
William Glasser’s system for establishing suitable student
behavior (3 questions):
1. What are you doing?
2. Is it against the rules?
3. What should you be doing?
*Should be used privately, not publicly.

Explicit redirection
Broken record

You have a choice

Consists of an assertive order to stop the misbehavior and return
to acceptable behavior.
The Canter’s strategy for clearly communicating to the student
that the teacher will not engage in verbal bantering and intends to
make sure that the student resumes appropriate behavior. Repeats
expectations over and over; stop after 3 times.
The use of logical consequences to influence student behavior;
this intervention should be phrased in terms of student choice and
the consequences should be related as directly as possible to the
misbehavior.