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Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
Coping with Common Behavior Problem - Non Verbal Intervention
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Coping with Common Behavior Problem - Non Verbal Intervention

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Subject : Classroom Management …

Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Non Verbal Intervention
Credits: Karina & Laura

Published in: Education, Technology
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  • 1. COPING WITHCOMMONBEHAVIORPROBLEM-NONVERBAL INTERVENTION-Karina Magdalena (10120090001)Laura (10120090013)
  • 2. Principles1. Techniques need to be consistent2. Use preplanne hierarchy of remedial intervention3. Hierarchy starts with nonintrusive, nonverbal interventions to give the students a chance to exercise self-control, minimize disruption to the teaching/ learning process, reduces the likelihood of student confrontation, protects student’s safety, and maximizes the teacher’s alternative interventions.
  • 3. Misbehaviors Verbal interruptions Off-task behavior Disruptive physical movement
  • 4. Prerequisites to Management Prepared to teach Provides clear directions and explanations Clearly explains the importance of the material Ensure the students understand evaluation criteria Clearly communicates, rationalize and enforce behavioral expectations Demonstrates enthusiasm and encouragement and models the behaviors expected Builds positive, caring relationship
  • 5. Surface Behaviors Verbal interruptions: talking, mumbling, laughing, calling out, whispering Off-task behavior: daydreaming, sleeping, combing hair, playing with something, doodling Physical movement intended to disrupt: visiting, passing notes, sitting on the desk or on two legs of the chair, throwing paper Disrespect: arguing, teasing, vulgarity, talking back
  • 6. Proactive Intervention Skills Changing the classroom activities Removing seductive objects Interest boosting of a student who shows signs of off-task behavior Redirecting the behavior of off-task students Nonpunitive time out Encouraging the appropriate behavior of other students Providing cues for expected behaviors
  • 7. Remedial Intervention Skills Mastering this skill will minimize the misbehaviors  free to teach and free to learn The teacher must have a basis on which to make decisions concerning inappropriate behavior A systematic intervention plan for the misbehaviors  to avoid inconsistency and arbitrariness
  • 8. Systematic Plan – HierarchalApproach 1st tier (non – verbal interventions)  Students must learn to control their own behaviors  initial interventions are subtle, non-intrusive, and very student centered. Teacher direct intervention will give the students a chance to learn self-control  Students must be given responsibility to learn responsibility  Alert students without any noticeable disruption to teaching and learning 2nd and 3rd tier  Teacher verbal behaviors and consequences
  • 9. Guidelines for Decision Making 1st  Intervention provides students a chance for self- control learning  Teacher direct intervention will hinder students’ self-control development  students have their own consciousness  Students must be given responsibility in order to learn responsibility 2nd  Teacher’s intervention should not cause more disruption than the students’ misbehavior itself  public verbal technique
  • 10. Guidelines for Decision Making 3rd  Interventions should lessen and defuse confrontational situations  A public, aggressive or humiliating techniques will increase the likelihood of escalating confrontations 4th  Interventions should not become a source of harm physically and psychologically to both students and teachers
  • 11. Guidelines for Decision Making 5th  Giving a direct and harsh interventions for first disruptive behavior is unwise  It will lessen the interventions method when the same student misbehave again Remedial interventions is to redirect students to appropriate behavior Stopping the misbehavior is not the goal, students should reengage in the learning activities 4 intervention techniques of nonverbal skills  Planned ignoring  Signal interference  Proximity interference  Touch interference
  • 12. Planned Ignoring Ignoring  the disruptive behavior itself will lessen and disappear Ignoring is not actually easy, that is why it should be planned  because teacher will instinctively paying the attention to students’ behavior Only use this to misbehaviors that cause small interference If planned ignoring is not working, teacher should asses the next step; Signal Interference
  • 13. Signal Interference Interference that only affecting the misbehaviors without disturbing the non- misbehaviors Signal  eye-contact, facial expression, body gesture If Signal Interference is still not working, Proximity Interference would be the next to use
  • 14. Proximity Interference Teacher walks toward the student who is misbehaving If it still does not work, teacher should conduct the teaching near the misbehaving student Proximity + Signal = effective interference If proximity is not effective, teacher can asses the last interference; Touch Interference
  • 15. Touch Interference Touch Interference: A light, nonaggressive physical contact with the student Teacher should be aware that some students perceive the actin as an aggressive act To lessen the possibility of aggressive reaction  Be sensitive to the students (esp. of the opposite sex)
  • 16. Effectiveness of NonverbalIntervention Skills Nonverbal skills can be effective if the teacher are not applying them randomly and haphazardly Teacher does not have to follow the hierarchal steps because there are some misbehaviors that require immediate attention The interventions should adapt to the type, frequency and the distracting potential

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