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Simple Interventions: Simple interventions will be used when behaviors are minor and can be addressed quickly, without needing additional help. I plan on using non-verbal cues, redirection of behavior, issue a brief desist, and student choice.
Non-verbal cue: non verbal cues will begin with eye contact and then further direction after that, such as a finger to the lips telling them to be quiet, a head shake, or a hand signal they will understand (Evertson and Emmer, 2017, pg. 232).
Redirection: If behaviors need addressed with more than a non-verbal cue I will redirect using gentle, limited words. I will use this when students are off task reminding them of what they are supposed to be focusing on. This could also be done using public praise for appropriate behavior.
Issue a brief desist: This is when i will be a little more assertive with my directions. I will make eye contact with the student and verbally tell them to stop the misbehavior. This strategy will be combined with redirection and encouragement of desirable behavior (Evertson and Emmer, 2017, pg. 233).
Student Choice: After describing the desired behavior, I will give the student a choice. They can continue misbehaving and receive a consequence, or fix their actions and behave appropriately. This will allow the student to mke the deicsion for their behavior and emphasize that they are responsible for their actions.
Moderate Interventions: Moderate interventions are more confrontational than simple interventions (Evertson and Emmer, 2017, pg. 234). I plan on using withholding of privilege/desired activity and removing/isolating the student.
Withholding a privilege: Students who are abusing privilege's (e.g. working together, sitting near friends, and free seating) can lose the privilege due to undesired behavior. Students will be given the chance to earn these privilege's back when their behavior proves they can stay on task and behave when put back into that position.
Remove/Isolate a student: students who are disrupting the whole class or being distracting will be removed from the area and whole class instruction to a different part of the classroom. The student will be placed with visual separation in mind, removing them from line of sight (Evertson and Emmer, 2017, pg. 234). The students will be able to return to whole group activity and instruction when they are ready to behave, however I will be clear that if they disrupt the class again they will not be allowed to finish the activity and will lose a dojo point.
Extensive Interventions: These interventions are more time consuming however, may be more effective with certain students (Evertson and Emmer, 2017, pg. 237). I plan on using the five-step intervention plan, calls home, and a think-time sheet.
Five-Step Plan: This plan includes all three types of intervention. This plan gradually increases the amount of direction needed when dealing with the student behavior. It gives the student many chances before the teacher has to use more confrontation.
Calls home: This makes the parent aware of the behaviors the teacher and student are experiencing in class. I will describe the situation to the parent and ask for any further support of explanations of why these behaviors could be taking place. I will ask parents for any support in understanding the behavior and resolving them (Evertson and Emmer, 2017, pg. 241).
Think Time strategy: This strategy is used to help students learn about self control and accountability. Students will fill a think sheet out in another room, giving them time away to focus and think through the behavior and why it was not acceptable. The think sheet will be sent home with students to get a parents signature and returned to class. This ensures parents are aware of the situation and how it was handled.
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