Hennessy 1

Billy Hennessy
Dr. Ressler
EDN 322
3/8/2016
Minor

Misbehavior

Intervention

Off-topic discussion during group work

First tardy to class
Texting during class
Doing work for other classes
Small side conversations during instruction

Using proximity
Using nonverbal cues
Restate classroom expectations/rules
Use an assertive tone to correct behavior
Redirect student behavior using I-messages
Keeping momentum moving

Explanation w/ Theorist/Model/Strategy: Proximity, nonverbal cues, and restating expectations

and rules are all methods suggested by Emmer and Everston. They are great ways to
redirect student attention and address negative behavior while still keeping the lesson moving
and causing minimal distraction for other students. Using an assertive tone is part of Lee and
Marlene Canters model for classroom management. This allows students to know you are
firm and consistent in your expectations, but arent hostile to them. Using I-messages is one
of the 7 main concepts of Thomas Gordons classroom management theory. In order to use
them, one must communicate the desired behavior in terms of what the teacher needs, rather
than focusing the message entirely on the student. For example, a teacher might say I need
everyone to be taking notes and keeping their hands to themselves. Keeping the momentum
moving is a major component of the Kounin model. Often times negative behavior is the
result of students losing interest in the lesson. By keeping momentum moving, students will
stay engaged and wont grow bored or disinterested.

Moderate

Misbehavior

Intervention

Repeated off-topic discussion

Distracting other students
Rarely completing assignments
Isolated violations of school rules
Recurring tardiness

Withholding a privilege or desired activity

Problem solving
Active listening
Isolate or remove students
Assign detention

Hennessy 2

Explanation w/ Theorist/Model/Strategy: Withholding a privilege or desired activity is

advocated for by Emmer and Everstons model for classroom management. It would involve
removing a privilege if it is abused or loss of a desired activity (PAT.) Problem solving is a
component of Gordons strategy and involves the student owning the problem, not the
teacher. Another intervention that Gordon suggests is using active listening during a meeting
with the student. This involves trying to identify the cause of the negative behavior, and then
determining the best way to move forward. Emmer and Everston recommend isolating or
removing students for negative behaviors such as distracting other students. By isolating
students to a separate work area or section of the class, all students can often focus better.
Removing students should only be used in extreme cases, as it negatively affects student
learning. In addition to this, they mention detention as one of the more common methods of
intervention, but note that it is not effective with all students. They advocate its use for time
related misbehaviors such as tardiness because coming in to spend extra time is logical.

Severe

Misbehavior

Intervention

Violent/Threatening Behavior
Student uses/displays blatant hate speech
Blatant disrespect/defiance
Chronic disruption
Bullying

Contact the office/deans/security

Contact police
Referral

Explanation w/ Theorist/Model/Strategy: Lee and Marlene Canter have a component to their

theory called the severe clause. What this means is that if a behavior is severe enough, then
intervention must be taken at an extreme level and the normal hierarchy of interventions. If a
student is using or displaying hate speech, the deans should be contacted immediately. If
they are exhibiting violent or threatening behavior, the deans and possibly the police
(depending on the severity of the situation) should be notified immediately. If students are
causing a chronic disruption, bullying other students, or blatantly disrespecting or defying
authority, they should be referred to the office. Further defiance to comply with this referral
should be dealt with by contacting the deans office for an escort.