Interventions

Interventions provide an opportunity for teachers to assist students to regain perspective or move in a positive direction. They are usually minor corrections, and often provide a positive direction without interrupting the flow of instruction or calling attention to the youth.

Preventive

Pacing: change the flow of the lesson or stop for a few minutes to tell a story, to give an example, or in younger grades, to sing a song or ask a riddle.

 

Proximity:move closer to the student, and when possible give a positive nonverbal cue, for example, a wink, a smile, eye contact, a gentle touch on the desk of find the right page.

 

Praise:give a positive verbal prompt for work well done or a task begun.

Provide: additional information and examples to encourage effort.

Pair students who are having difficulty getting started, and that may spark new interest.

Persuasion:verbal encouragement to give and do one’s best can help a student refocus.

Supportive

Self Monitor: When students are asked to keep track of their time on task, how much work they are doing and given responsibility for control of their body, most will rise to the expectations.

Specify: It is vital to be clear in instructions and to let students know how thing are going as you work together. Be clear about procedures and expectations, then give feedback about how well the learning community is doing and how students are fulfilling their part of the classroom responsibilities.

Spend time: Give students time and energy. Listen to the things they say and respond with respect and interest. When possible, play games, sing, read, and let them know you enjoy being with them.

Supervise: Get away from the desk and spend time among students, going back and forth from desk to desk, rotating through and watching how students are doing, at least every 5-7 minutes during seat work. Remember that students need and want adult supervision.

Support: When students need a helping hand, offer it with genuineness and generosity. Instead of being stingy with kind words and critical of efforts, provide a sense of care and concern in your comments and suggestions. Find what is going well and note it.

Corrective

Choice:Offer an alternative way for the student to fulfill the objectives

 

Compromise:remind the student of requirements and ask how the situation can be altered to make it possible for the student to accomplish the task or discipline the self.

 

Consistency:rigorously examine expectations and then maintain the spirit of those ideals

 

Consequences:help students to recognize cause and effect, and then utilize natural consequences as often as practical. In every possible instance, develop logical consequences rather than punishment if the natural consequences are too remote, obtuse or detrimental to allow students to suffer them.

 

Caring:build relationship with students, letting them know how important they are personally, and taking every opportunity to express concern and genuine fondness.

 

Control issues:NEVER engage in a power struggle with a student. If someone refuses a request, calm yourself, rephrase or redefine the need and then support the student in saving face and making an appropriate response.

 

Communications: Use “I” messages, speak only of the task or behavior, offer help, listen for the context more than the content of the response. For example, ”This assignment is stupid” often means “I can’t do this.” “I hate you” often translates as “I feel cornered.” If it is possible to build enough trust to enable the student to share feelings, work to maintain composure, to listen deeply. Problem solving and ready answers need to come during the next session. The first chat works best if reflected listening is used and the relationship is developed rather than pursuing the work issues.