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1. Yes, because if a teacher ensures each of the 7 prerequisites are completed than its
less likely to have any incidents since students will be able to understand and accept their
responsibilities (page 204).
4.
a) Changing the pace: have the students engage in an interactive activity
b) Interest boosting: have student write correct answers on the board, or walking
by and asking how the work is going.
c) Redirecting behavior: call on student and compliment if they answer correctly,
if they dont know the answer reformulate the question and have another student
answer.
d) Encouraging appropriate behavior: thank students who are doing what was
asked or what is expected
e) Providing cues: establish nonverbal cues for students when specific behavior is
expected. An example is flicking the lights to signal that class is officially starting
and everyone should be in their seats.

5. The hierarchy of remedial intervention skills is more student centered. An action

model outlines steps to take while the decision-making model acts as a guide to help you
make the decision that best fits the situation at hand.

7. Disruptive behaviors that are a disturbance to the learning environment call for
proximity or touch interference.

8. I agree with the premise stated. I think it is important to know your students
individually and know what works for them. The ultimate goal is to bring the student
back and have them engaged in the lesson. The nest way to ensure this happens it to make
sure the interventions you use for him or her puts them in control of their behavior.

9. Using an intervention allows the student to make that decision for him or herself. Just
telling them what to do make the teacher responsible for their behavior and learning. If
you use an intervention it is like using reverse psychology to guide them towards the
right decision.

10.
Principle 1: Interventions should be aimed at giving students responsibility for
their own actions.

Principle 2: Having an intervention plan allows the teacher to handle

inappropriate behaviors more smoothly.

Principle 3: Using subtle hints and working your way up to the more intrusive
interventions is the way to go! This way, students have more opportunities to
correct behaviors without causing a scene.
234
2.

a). Adjacent (peer) reinforcement: Thank you, Suzie and Tommy, for getting
right to work on your classwork. I really appreciate your hard work!
b). Reminder of rules: Peter, our classroom rules clearly state that we cannot skip
each other in line, but just stand at the end of the line as we arrive.
c). Direct Appeal: Lacy, please stop speaking across the room. You are
disrupting the entire class.
d). Glassers Triplets: ask open-ended questions to guide the student to
understanding that this behavior is not acceptable

4.
a) Remind student of the rules and ask an open-ended question regarding what
student should do next time.
b) Ask student what the next steps to take should be. Write a brief note in the
students planner to communicate with the parents.
c) Pull both students aside and discuss the incident. Establish that that is
unacceptable and next time both will result in zero and phone call home.
d) Confiscate the water pistol until the end of the day, or if the water pistol was
already addressed earlier in the day, have the parents come pick it up.
e) Have student clean the board during an activity that is a privilege.
f) Discuss with the student why they behaved that way. Talk about what to do next
time they feel this way. Ask what they should say to the person they intimidated.

g) Have a class discussion about vandalism and about it being a real crime. Take the
privilege of using the restroom on their own away and only allow the restroom to
be used as a class.
5.

Daring the student to do the behavior again

Focusing on irrelevant behavior

Giving abstract or meaningless directions

Derogatory or humiliating comments

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1. I had a teacher in high school that was very popular among the students. The way the
teacher interacted with students allowed positive relationships to grow. She didnt talk
down to anyone but spoke with all the students as equals almost. She was still respected
by everyone but she was also a friend. Other teachers focus on having control and being
the boss. Having this attitude is not effective in high school where the students are trying
to be independent and show the world they are grown. Speaking with students at a level
where they feel respected and valued as an individual is the way to go in high school.
4. A self-assessment chart placed on the disruptive childs desk. After each part of the
day the student will assess his or her own behavior and the teacher will sign off on it.
Individualize the chart by putting areas that the student needs to work on like calling out,
talking to neighbors, and staying focused. At the end of each day, have a chat with the
student and compare findings. Talk about successes of that day and things that need to
improve. Change the areas of the chart as the student grows.

6. Everyone is different. If all other options are exhausted and this student responds
positively to prizes, then you have to do what you have to do so that student can learn.
Ultimately, we need to ensure that all students are learning and can be successful in our
classroom. If that means giving prizes, then so be it. Again, this should be the last resort!
8. Lunch with the teacher, a certain job, computer time, happy note or phone call home.
Verbal
Adjacent Interference: compliment a
student who is on-task out loud
Name dropping: call on the student acting
out
I message: (1) a simple description of
disruptive behavior (2) a description of the
effects on the teacher and/or students (3) a
description of the teachers feelings
regarding the disruptive behavior
Direct appeal: courteously request student
stops disruptive behavior
Positive phrasing: motivate students by
telling them what positive outcomes come
from appropriate behavior
Are Not Fors: when students are misusing
tools
Glassers triplets: open ended questions
Explicit redirection: assertive STOP
disruptive behavior, and DO appropriate
behavior
Broken Record: repeat statement while
student continues to misbehave or argue
You have a choice: logical consequences
with actual options to decide upon

Nonverbal
Signal Interference: directed at off-task
student; cue
Proximity Interference: movement toward
disruptive student
Touch Interference: light, nonaggressive
physical contact

Most confrontational: explicit redirection

Least confrontational: proximity interference
I find myself using you have a choice. I like allowing the students to take matters into
their own hands. It shows them that they are responsible for what happens next and
makes them feel like they are in control.