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.
Examples
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.
Present the
next step in the task, giving volition to the work.
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 oneās best can help a student refocus.
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.
Once you
have completed this topic you should:
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