Interventions

To complete this assignment successfully, you should:

1. Read the words and definitions carefully
2. Enter your list of words that are behavioral tools in the response box
3. Fill in your Name and Email address
4. Send the Assignment
   
   
5. Tally up 's for completion of this assignment.

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. Some of the interventions suggested here are behavioral, though many are not.

Go through the list of words, read the definitions and determine which probably fit the operant and classical condition models. If uncertain, feel free to add the words and give a justification for your choice. As you can well imagine, there are many possible answers and interpretations, so enjoy this.

It may even be more fun to take these words and find the behavioral interpretation. For example - consistency, redfined might be - frequent pairing of the S-R

If you are used to having teachers who give assignments with only one possible right answer, do a little dance of joy with your fingers and experience boldly expressing your own opinion.

Preventive

Keeping a peaceful and positive learning community is the best evidence of good discipline. Most preventive technique are learned with practice. Here are a few of the time honored ones.

 

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 oneâs best can help a student refocus.

Supportive

Safety:

Expectations are clear and each student has the safety of knowing what is expected and what the outcomes will be if rules are broken.

Success:

Assignments are set up so that students can accomplish the expectations.

Savoring:

When students do well, they are given verbal recognition and there is a warm, ongoing sense of comfort that comes from doing well.

Surprise:

The best classroom setting has a mixture of ritual and novelty. Students have enough safety to experiment without being afraid of failure and surprise is expected.

Social validity:

The setting and expectations fit the student's sense of what ought to be happening and peers feel good about and validate the norms.

Structure:

Consistent guidelines, rules and roles are in place.

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.

Rubric:

Excellent

At least four terms are listed as behavioral techniques. Student also offers at least two words that may be controversial 'fits' and justifies inclusion.

Good

At least four terms are listed as behavioral techniques.

Course Created by J'Anne Ellsworth & Center for Technology Enhanced Learning

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