MANAGING LEARNING ENVIRONMENTS Amy Sloan

ASSIGNMENT 3: INTERVENTION PLANNING 110171602

PLANNING FOR INTERVENTION

Introduction

Students walk in the classroom with a diverse range of experiences that have a substantial affect on the
behaviours they display (Sullivan et al. 2013, p. 49). As a result, preventative practices, such as rules and
routines, structure and order are implemented in the classroom, maximizing student on-task behaviour.
However, classrooms are very complex places and conflict is bound to arise at some point. Hence,
intervention strategies are put in place when following up on behaviours despite the prevention strategies that
are already in place.

To assist and limit the number of times intervention is required, it is crucial that educators have preventative
practices in place in their classroom. Such preventative practices prevent disturbances and misbehavior from
occurring and help to ensure the classroom runs smoothly, with minimal disruptions so that student learning
and achievement is maximized throughout the school year. When planning for prevention and intervention, it
is important that educators take into consideration all the elements of the classroom, such as the routines and
class rules that are in place, how the physical environment is arranged, and whether their lessons and
instructional processes meet the needs of the students. This method of planning aligns with Williams (2013)
4S Framework of Classroom Management which incorporates the setting, systems, students and self, which
refers to the teacher. Throughout the following essay, the 4S Framework will be referred to continuously and
used to develop appropriate intervention strategies. In other words, this essay will use the 4S framework,
course material, course principles and literature to justify diverse levels of intervention and strategies that can
be used when preventative measures do not reach the intended response.

Approach to Intervening when Responding to Unproductive Behaviours

Low-Level Intervention

Low level intervention are strategies that teachers have in place to avoid any minor disruptions in the
classroom. Such disruptions are behaviours that disturb other students yet are only minor in the sense that they
are quick and easy to deal with in the classroom and do not require outside assistance. Examples of
behaviours that require low level intervention, but are not limited to are: fidgeting, disengagement, talking
whilst the teacher is talking and calling out. Although these behaviours seem minor, it is crucial that
intervention is sought to ensure they do not escalate to a more complex level, where outside assistance is
required (Jones & Jones 2010, p. 302).

Low level intervention techniques should be used to immediately address the behaviour, rather than allowing
it to escalate from ignoring it. These techniques should aim to make the student or students aware that the
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ASSIGNMENT 3: INTERVENTION PLANNING 110171602
teacher has noticed their behaviour, yet it does not disrupt the entire class in the process. A key strategy that
Jones and Jones (2010) address in their ‘Responding to Violations of rules and Procedures’ chapter was the
technique of proximity. By exercising this technique, the educator moves closer to the student or disruption
until the misbehavior stops and then they move away. This strategy is a simple yet efficient technique that can
be used in the classroom without disrupting the entire class and whilst the teacher continues teaching and
allows the student to demonstrate self-regulation by correcting their own behaviour without being singled out
by the teacher (University of South Australia [UniSA] 2019).

Whilst also used as a preventative strategy, questioning is a skill that can be used to intervene low-level
behaviours that are a sign of boredom or disengagement (McDonald 2013, pp. 162-163). When bored or
disengaged, students tend to get easily distracted by their surroundings and hence distract others which
highlights the importance of teachers not only creating engaging lessons for their students but also keeping
them alert and engaged during times when giving instructions or teaching. Questioning is a strategy that Jones
and Jones (2010, p. 304) also identify as an intervention strategy whereby the educator calls on the disengaged
student to answer a question related to their teaching. Not only does this strategy reconnect the student with
their learning but it also enhances the student to take responsibility for their own learning.

Eye contact is a third strategy that can be used in the classroom when intervening in low-level behaviours
such as fidgeting or talking whilst the teacher is talking (Rogers 2015). Similarly to the strategies of proximity
and questioning, eye contact allows the teacher to address off-task behaviours whilst not interrupting the class
and is another approach that allows the student to self-regulate their behaviour to remain on task (UniSA
2019). In addition, it also preserves the dignity of the student as rather than calling them out in front of the
whole class to address their behaviour, the educator rather makes a glance at the student that provides a non-
verbal cue to the student to stop fidgeting or cease talking whilst they are teaching (McDonald 2013, p. 224).

Complex Interventions

Complex interventions are generally required for behaviors that are highly disruptive, aggressive or violent
(Thompson & Carpenter 2013, p. 150). As opposed to low-level interventions, interventions for such complex
behaviours usually require more than one strategy or approach to be effectively dealt with, or long-term
strategies to be put in place. In addition, these behaviours “interrupt the lesson flow and the learning of all
students in the classroom,” (Thompson & Carpenter 2013, p. 150). It is important to note here that research
suggests that students who demonstrate this challenging behaviour are rarely solely responsible for it and
rather is due to a combination of factors that are contextual and influenced by external systems such as family,
home life, peers, and school culture (Ayre 2013, p. 9). Such factors that these students may face, but are not
limited to are poor mental health, hunger, tiredness, anxiety, low self-esteem or poor academic performance,
which hence influence the student’s ability to engage in their learning and result in them demonstrating
challenging behaviours.
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ASSIGNMENT 3: INTERVENTION PLANNING 110171602
Whilst giving students choice in their mode of assessment and other areas of their schooling as a strategy to
keep students engaged in their learning, choice is also a strategy that can be used to intervene complex
behaviours. Similarly to the above low-intervention strategies, providing students with a choice to correct
their own behaviour gives students the responsibility to take charge of their own behaviour and encourages
them to practice self-regulation, a skill that supports learners in becoming independent and self-managing
(Bird 2009, p. 29). Giving students the opportunity to select their outcome allows them to improve their
cognitive ability and practice their decision-making skills. In addition, it allows the students to understand that
they have a choice in their outcome. An example being if a student was continuously demonstrating violent
behaviour that was harming themselves or another student, they would be given two choices; the first would
be the desired outcome of stopping the violent behaviour and the second choice would be to continue
completing the bad behaviour, yet with a consequence. Giving a choice to a student may sound like, “I am
going to give you two choices, the first it to stop the violent behaviour before you hurt yourself or another
student or to continue with the violence and I will be required to call someone from leadership.” This strategy
may also be used for less violent behaviours such as talking whilst the teacher is talking or fidgeting – “I am
going to give you two choices, the first is to stop talking whilst I am talking and the second choice is that you
will be moved if you continue talking.” Whilst giving students this choice, it is important that educators
remain calm with a neutral tone of voice to ensure that the student is aware that they are not being punished or
being given an ultimatum, but rather an opportunity to make a good choice.

Another intervention strategy that is relevant for complex interventions is the idea of students taking a time
out or a break. This strategy is particularly useful in supporting students whose behaviour is escalating as it
encourages them to self-regulate and self-manage by moving away from the source that is causing them
distress before their behaviour causes harm to themselves or their peers (State Government of Victoria 2019).
Whilst this strategy is often initiated by the teacher through suspecting signs of escalation, with practice,
students are also able to monitor their behaviours and remove themselves from a scenario that is causing them
distress. Through working with their teacher to identify a location that is safe and supportive whilst their
behaviours are de-escalating, the student will learn to manage their own emotions and actions and recognize
ways to practice behaviours that they can implement when confronted with a similar situation in the future
(Jones & Jones 2010, p. 316). An example of this strategy being put in practice is when a child who is sensory
to loud noises begins to become agitated and unable to concentrate due to the classroom being too loud. Due
to their frustration, this student begins to shout at the students around him, causing disruption and disturbance
in the classroom. To assist the student in self-regulating and de-escalating, the teacher asks the student to go
for a walk to the office to get a cold glass of water before returning to the classroom.

Conflict Resolution

Once providing intervention for low-level and complex behaviours such as the examples addressed above, it is
crucial that educators allocate time to repair and rebuild the relationship either between themselves and the
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ASSIGNMENT 3: INTERVENTION PLANNING 110171602
student or between students. In addition, it is important that students understand the importance of restoring
relationships between people after conflict by experiencing the result of using positive approaches such as, but
not limited to, compromising and apologising.

A restorative approach that Larrivee (2008) addresses in ‘Conflict and Stress Management Strategies’ is the
technique of compromising, which encourages students to develop negotiating skills and helps them to
understand the idea of giving up something to get something in return or to reach an agreement. This
technique can be challenging for students to understand as no one involved in the conflict necessarily gets
what they want, but rather through cooperation and a period of negotiation where both parties are able to
express their positions leads to a mutually agreeable resolution. With assistance of the educator through
teacher mediation, students will understand the process of compromising with each student stating their
individual position on the conflict whilst the teacher actively listens and provides door opening questions,
before allowing students to come up with their own resolution (Margotts & Woolfolk 2019, p. 417). An
example of this strategy being implemented may be when two students have a disagreement during play time
where the students have used violence and verbal abuse in attempt to resolve their conflict. To assist students
in resolving their disagreement, the educator would move the students in to a safe space and encourage each
student to voice their opinion on what happened. The educator would solely listen to each student to feed back
the feelings and message of each individual so that they feel as if they have been heard and that their needs
have been listened to. Once the educator has fed back the needs of each student, the students will then be
given the responsibility to work out the problem and find a resolution.

Conclusion

Given the dynamic and diverse personalities of the thirty individuals that are on average in each classroom,
conflict is bound to arise in some shape or form throughout the school year. In addition to preventative
strategies being in place to maximize student learning, intervention strategies must also be in place to ensure
the safety of students and the teacher is considered. This being said, it is important that educators do not apply
a ‘one-size-fits-all’ approach when implementing intervention as each student diverse.
MANAGING LEARNING ENVIRONMENTS Amy Sloan
ASSIGNMENT 3: INTERVENTION PLANNING 110171602
Reference

Jones, V. F. 2015, ‘Developing standards for classroom behavior and methods for maximizing on-task student
behavior’ in Practical classroom management, Pearson, Boston, pp. 103-144.

Jones, V. F., & Jones, L. S. (2010) ‘Chapter 8 Responding to violations of rules and procedures’ in
Comprehensive classroom management: Creating communities of support and solving problems, Upper
Saddle, NJ, Merrill.

Margetts, K., & Woolfolk, A. H. 2019, ‘Creating learning environments’ in Educational psychology, Pearson,
Melbourne, Victoria, pp. 393–424.

McDonald, T 2013, ‘Proactive teacher behaviors’ in Classroom management: engaging students in learning,
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Rogers, B. 2015. Classroom behaviour: A practical guide to effective teaching, behaviour management and
colleague support (4th ed.). UK: Sage.

Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. 2014, ‘Punish them or engage them? Teachers’ views
of unproductive student behaviours in the classroom,’ The Australian Journal of Teacher Education, vol. 39,
no. 6, pp. 43-56.

Thompson, R., & Carpenter, L. 2013. Supporting classroom management for challenging behaviour. In
Diversity, inclusion and engagement, 2nd ed., pp. 147–172, Oxford University Press, Sydney.

University of South Australia (UniSA) 2019, Managing Learning Environments EDUC3007, University of
South Australia, viewed 6th November 2019, tps://my.unisa.edu.au/public/CourseOutline/ViewOutline.aspx?
id=28291>.

Williams, D. 2013, ‘Background basics’ in Constructing a theoretical practical and philosophic approach to
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