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

1. COPING WITH
COMMON
BEHAVIOR
PROBLEM
-NONVERBAL INTERVENTION-
Karina Magdalena (10120090001)
Laura (10120090013)

2. Principles
1. Techniques need to be consistent
2. Use preplanne hierarchy of remedial
intervention
3. 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 – Hierarchal
Approach
 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 Nonverbal
Intervention 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