EDU506

Classroom Management &

Organization

Belhaven University
Unit 6A

Surface Behavior Management

 Identify and describe nonverbal interventions.

 Identify and describe verbal interventions and

logical consequences.

 Apply understanding of the 3-tiered decision-

making model to respond to misbehavior.

Unit Objectives

 Intervention Prerequisites

 Surface Behaviors

 Proactive Intervention Skills

Unit 6A Topics

Shifting From Prevention to Intervention
U

n
it
s
1

-2 Foundational
Knowledge:

The nature
of discipline
problems U

n
it
s
3

-5 Prevention:

Beliefs,
influencing
students,
relationship-
building, etc.

U
n

it
s
6

-7 INTER-

VENTION:

Non-verbal,
verbal, etc.

Shared Responsibility

“…effective teaching and maximum learning

occur in classrooms when teachers and

students understand that teaching/learning is

the responsibility of both the student and the

teacher.”

(Levin & Nolan, 2021)

Student Responsibilities

 Prepare for class

 Study

 Ask questions

 Actively engage in their learning

 Stay on task

Teacher Responsibilities

 Well-prepared to teach

 Specific learning objectives

 Effective teaching strategies

 Ensures students understand the directions,

content, the importance of it, its relevance to

their lives, and the assessment criteria

 Clearly communicates, rationalizes, models, and

consistently enforces behavioral expectations

 Builds positive relationships with students

(Levin & Nolan, 2021)

Results

When teachers reinforce

the concept of shared

responsibility for teaching

and learning

Interventions, if
needed, are more
likely to be effective

Surface Behaviors

 Verbal interruptions

 Off-task behaviors

 Actions intended to disrupt learning or teaching

 Disrespect

Proactive Intervention Skills

 Changing the pace of classroom activities

 Removing seductive objects

 Interest boosting

 Redirecting

 Nonpunitive time-out/antiseptic bouncing

 Encouraging the appropriate behavior of other

students

 Providing cues for expected behaviors

 Hurdle help

(The IRIS Center, 2021; Levin & Nolan, 2021)

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

Levin, J., & Nolan, J. F. (2021). Principles of Classroom

Management (8th ed.). Pearson Education.

References

EDU506

Classroom Management &

Organization

Belhaven University
Unit 6B

Non-verbal Interventions

 Decision-Making Hierarchy model

 Remedial Intervention Skills

Unit 6B Topics

Decision-Making Hierarchy Model

 Which intervention will be used first?

 Type and frequency of the disruptive behavior

 Congruent with implementation guidelines

 Meets two tenets of the hierarchy—

 Increasing student self-control

 Decreasing disruptions to teaching and learning

Implementation Guidelines

 Intervention provides the student the opportunity

to control the disruptive behavior

 Intervention does not cause more disruption to the

teaching and learning than the student’s behavior

 Intervention reduces likelihood of more disruption

or confrontation

 Intervention protects students and does not cause

harm

 Intervention choice leaves maximum number of

alternatives

(Levin & Nolan, 2021)

The goal to any remediation intervention skill is

to stop the misbehavior and re-engaging the

student in learning

Tier 1 Remediation Intervention Skills:

Planned Ignoring

 Planned

 Reinforcement theory—ignored behaviors eventually

cease

 Takes practice!

 Limitations

 Initially, the ignored behavior may increase.

 Peers may reinforce the behavior.

 Must move quickly to the next intervention if this

intervention does not show signed of working.

(Levin & Nolan, 2021)

Tier 1 Remediation Intervention Skills:

Signal Interference

 Non-verbal action that communicates to the

student that his or her behavior is not

appropriate or is disturbing others

 Clearly directed

 The student has no doubt that the teacher is aware of

the behavior.

 The teacher must have a business-like expression.

 Eye-contact, pointing, holding up a hand, etc.

(Levin & Nolan, 2021)

Tier 1 Remediation Intervention Skills:

Proximity Interference

 Any physical movement toward the disruptive

student

 Conduct lesson in close proximity of the student’s

desk.

 Question-and-answer periods of the lesson

 Plan ahead when technology may be used in the

lesson.

 Proximity + signal interference = effective non-

verbal intervention technique

(Levin & Nolan, 2021)

Tier 1 Remediation Intervention Skills:

Touch Interference

 Light, non-aggressive physical contact with the

student

 Communicates to the student that the teacher

does not approve of the behavior

 Should redirect student to the appropriate behavior,

when possible

 Limitations

 Student perceptions

 Cultural norms

(Levin & Nolan, 2021)

Effectiveness of Non-verbal Skills

Planned

Ignoring

Signal

Interference

Proximity

Interference

Touch

Interference

Proactive Skills

SUCCESSFUL

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

Levin, J., & Nolan, J. F. (2021). Principles of Classroom

Management (8th ed.). Pearson Education.

References

EDU506

Classroom Management &

Organization

Belhaven University
Unit 6C

Verbal Interventions and Logical

Consequences

Unit 6C Topics

 Verbal Interventions

 Logical Consequences

Verbal Interventions

 Powerful and versatile

 Effective use = relatively easy and less stressful

classroom management

 Ineffective use = create, exacerbate, or amplify

behavior problems

Guidelines for Verbal Interventions

1. Use non-verbal when possible.

2. Keep intervention as private as possible.

3. Keep intervention as brief as possible.

4. Address the behavior, not the student.

5. Set limits on behavior, not feelings.

6. Avoid verbiage that is belittling or sarcastic.

7. Begin with technique that best fits the student and
problem (student-control end of hierarchy).

8. Second intervention closer to teach-control end

9. Move to logical consequences.

(Levin & Nolan, 2021)

Verbal Interventions to Avoid

 Instant reactions without thinking

 Encourage inappropriate behavior

 Focus on irrelevant behavior

 Abstract or meaningless directions or predictions

(Levin & Nolan, 2021)

Ineffective interventions because they do not direct

students toward the appropriate behaviors and

increase the likelihood of more confrontation

Tier 2 Verbal Intervention Hierarchy

 Student- Teacher-

Controlled Controlled

Begin at the point in the hierarchy that is

likely to correct the behavior and allow as

much student control as possible

Hints

 Indirect messaging

 Student-Controlled (SC)

Adjacent (peer) reinforcement

Calling on student/Name-dropping

Humor

(The IRIS Center, 2021; Levin & Nolan, 2021)

Questions to Create Cognitive

Dissonance

 Mental discomfort that leads to a change

 Change is brought about to relieve that

discomfort

(SC)

Questioning awareness of effect

Questioning teacher respect of

the student

(Levin & Nolan, 2021)

Requests/Demands

 Explicitly-directed, delivered assertively but not

aggressively

Teacher-controlled

“I message”

Direct appeal

Positive phasing

“Are not for’s”

Reminder of Rules

Glasser’s Triplets

Explicit redirection

Canter’s broken record

(Levin & Nolan, 2021)

Logical Consequences

 What would be the natural or logical

consequences if this misbehavior went

unchecked?

 What are the direct effects of this behavior on

the teacher, other students, and the

misbehaving student?

 What can be done to minimize these effects?

 What lesson will the consequences help the

student learn?

 Complete reading assignments

 Complete writing assignments

 Answer discussion questions

 Complete unit quiz

What’s next?

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

Levin, J., & Nolan, J. F. (2021). Principles of Classroom

Management (8th ed.). Pearson Education.

References