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Levin & Nolan Chapters 8, 9, 10

Jennifer Giambrone
University of South Florida
College of Education
EDE 4504

Page 214
1.Seven teachers behaviors were listed as prerequisites to appropriate student
behavior. Should these teacher behaviors be considered prerequisite? Why or why
not?
I have been staring at the question for about five solid minutes. The rational side of me
believes that explicitly stating these expectations will set the teacher up for success.
However, I feel that these behaviors should be innate in all future and current teachers. If
it is not engrained in our bones, there is no amount of teaching or practice that will make
it truly effective for our students.
4.Suggest specific techniques a teacher can use that demonstrate each of the
following proactive intervention skills:
a) Changing the pace Pace changing ideas and activities should be a necessity in
a teachers bag of tricks. Regardless of the planning or data collected, there will
be off days in the classroom. Days that the information being taught and the
students reception of the information is just not meshing. For times such as these,
the teacher needs to break up the monotony of the day. One way that my CT did
this with brain breaks. Two of my favorites were the cat walk or doing the Cupid
Shuffle. It gave the students an opportunity to get out of their seats and move
around. It was fun for everyone involved or watching.
b) Interest boostingI do not think this should be limited to a refocusing strategy.
For students to feel valued and their work is appreciated, the teacher should be
constantly recognizing their efforts. I am not saying that the students should
require praise in order to work diligently on tasks, but the teacher should notice
and praise desirable behavior.
c) Redirecting behaviorUnderstanding the fine line between redirection and
embarrassment is a thin but vital line to tread. Teachersthinking they are doing
what it rightoften call out students who are not paying attention. They do this in
hopes to refocus the students. If they miss the question, public humiliation occurs
when students are called out for not paying attention. I love the rewarding
praising students efforts for answering a question correctly. If they understand
what is going on and are not detracting from others learning, then the teacher
should not be angry.
d) Encouraging appropriate behavior I believe that the token economy is a
great way to do this. Students make the choice on the behavior they are going to
demonstrate in the classroom. When the students are demonstrating the desirable
behavior (without the external motivation being the primary driving force), the
teacher can reward the students with a token (class store money, tickets, etc.).
Once the students accumulate enough of whatever currency, they will have the
option to purchase from the school store.
e) Providing cues Again, this is best practice for a teachers. Everyone needs a
little nudge now and again. So, in the mornings (for example), the teacher can
remind students what they should do until the morning workout. The teacher can
remind students to refer back to the Morning procedure chart hanging at the front
of the classroom.

5. The hierarchy of remedial intervention skills is presented as a decision-making

model, not as an action model. Explain why.
This is decision-making model, because the teacher needs to have a plan of action in
place before incidents occur. This will ideally hope to eliminate any inconsistencies
among behavior management within the classroom.
7. What types of student behaviors would cause you to decided to bypass initial
remedial nonverbal intervention skills and enter the hierarchy at the proximity or
touch-interference level?
Much like any plan, there will be extenuating circumstances or events that will cause
students to have to deviate from the plan in place by the teacher. If a student is exhibiting
behaviors that require immediate attention and redirection, then I would bypass the initial
remedial nonverbal intervention skills and address the undesirable behavioral (in a way
that is non-threatening and supportive of the student).
8. Explain why you agree or disagree with the premise that intervention techniques
should be employed in a manner that provides students with the greatest
opportunity to control their own behavior.
Just as adults would revolt, students will have a natural opposition to the authoritarian
control in the classroom. The teacher could run the classroom with an iron fist, but the
students will not feel comfortable expressing themselves or their needs to that teacher.
For learning and growth to occur, the students need to take ownership of their behavior
and choices. They should also be reminded that the teacher cares for them, but not the
undesirable behavior. All of this will culminate together for the student to realize the
importance of making positive decisions. The students will not be extrinsically motivated
by fear or rewards. Rather, the students will have internal motivation to grow personally
and respect the classroom environment.
9. Some teachers consider the hierarchal use of remedial intervention skills a waste
of time. They say, Why spend all this time and effort when you can just tell the
students to stop messing around and get back to work? Explain why you agree or
disagree with this point of view.
Not to sound too sassy, but the people who find the effort to be a waste of time just dont
want to put in the necessary work. Everyone is entitled to his or her opinion. So under
that pretense, my opinion is that anything work something requires hard work and trial
and error. By establishing this system in the classroom, the teacher is creating an
environment where the students have rights and choices. This system/environment
promotes students to be in control of their behavior. The teacher is there to encourage the
desired behavior, but the ultimate decision rests in the hands of the students.
10. After reading Chapter 8 and doing the exercises, use what you have learned to
briefly describe your understanding of the implications of the principles listed a the
beginning of the chapter for a classroom teacher.
a) Principle 1: I believe this to be the foundation of the classroom management. The
teacher has to understand whom the system is supposed to be benefiting. If the

answer is the teachers ability to control the classroom, then that is the wrong
motivation.
b) Principle 2: Preplanning is the best way to prepare for any situation. If a teacher
has a plan in place, he or she is less likely to flounder on the rewards or
consequences for a particular behavior. There will be consistency throughout the
class.
c) Principle 3: As stated in my previous answers and blog posts, I am firm believer
that students needs to take ownership over their behaviors. We need to support
them and their decision-making. When they exude undesirable behaviors, we need
to be there to help them understand why and how the behaviors are undesirable. It
is all about of their character education.
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2. Use each of the verbal intervention techniques presented in this chapter to help
redirect the student to appropriate behaviors in the following situations:
a) Student wont get stated on a seatwork assignment. Lets all remember to
stay on task. The only way to learn the information is to try it. If you need help,
all you have to do is raise your hand and I will come to you.
b) Student pushes her way to the front of the line. Thank you everyone who
lined up quietly and respectfully.
c) Student talks to a friend sitting on the other side of the room. Walk over to
the students desk and briefly tell that the conversation is disruptive to the class.
There will be a time and place for them to talk.
d) Student lies about a forgotten homework assignment. There was no reason
to lie to me about your assignment. Not doing your homework just means you are
not getting the practice you need. I would like for you to complete the assignment
and return it to me by tomorrow. This is an important topic, and I need to make
sure you understand the information. If you are having difficulties, you know you
can always ask for my assistance. We can even do lunch bunch to go through it.
However if we do that, I will not be completing it for you. I am just there in case
you get fuzzy.
4. Develop logical consequences for each of the following misbehaviors:
a) Student interrupts while teacher is talking to a small group of students.
Please return to your seat. I am working with this group right now, just like I will
come work with yours. If you have a question, try asking a peer for help. If that
doesnt help, raise your hand I will be over shortly. If this option does not work
for you, then you have the choice to continue to be disrespectful. Know that if you
make that choice, I will have to ask you to move your clip.
b) Student steals money from another students desk. Student will lose the
balance of their token economy earning. The student will lose a privilege
designated on the classroom management plan.
c) Student copies a homework assignment from someone else. Copying
someone elses homework is not going to help you learn. All it shows me is that
[Johnny] understands the material. You are going to do this assignment on your

d)

e)

f)

g)

own during independent work. Per the classroom constitution, you know there is a
penalty for cheating. Pay the fee for cheating to the classroom financial advisor.
Student squirts a water pistol in class. You made the decision to interrupt
your peers learning and my teaching. I am going to take you water pistol, and
your parents are going to have to come get it. In addition, you are took away my
time from the students, so you will be working independently during group work.
Working with your peers is a privilege.
Student throws spitballs at the blackboard. Gives the student a nonverbal
cue to move his or her clip without stopping the instruction process. The teacher
will make his or her way around to the student to place a designated colored
sticky note on the desk to indicate that the student will need to see the teacher
when the students disperse to independent work.
Student physically intimidates other students. Seeing as we are a family,
this will not be tolerated in any form. If you do not think you can be around your
friends without being aggressive, maybe it will be best to sit you by yourself for
awhile. You control your behavior. When you think you make the right choices,
let me know. Actions speak louder than words.
Graffiti is found on the restroom wall. How would you feel if I wrote all
over your things? Do you think this is good representation of the type of person
you are? You are going to have to move you clip and empty your account. From
now on, you will be going to the bathroom with a student I select until you can
earn my trust back.

5. Use some common teacher verbal interventions that fall under the three types of
ineffective verbal communication patterns.
Stop doing that. Enough! Go move your clip! I cant even deal with you right now. All
of these do not address the undesirable behavior and only serve to demean the student to
an inferior person.
9. After reading Chapter 9 and doing the exercises, use what you have learned to
briefly describe your understanding of the implications of the principles listed at the
beginning of the chapter for a classroom teacher.
a) Principle 1: All consequences should be logical and pertinent to the undesirable
behavior. The goal of classroom management is to try to minimize the undesirable
actions by the students and encourage them to make responsible and considerate
choices.
b) Principle 2: In the times of undesirable behaviors occurring, the teacher must
remain in control of their initial emotional response. It is human nature to react
first and think later, but the teacher is to be role model for the students. The
teacher should refer back to the plan in place select an appropriate consequence
from the classroom constitution the students helped createfor the specific act
being performed.
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1.Think of the teachers you had in school who were most successful in building
positive relationships with students. What qualities did these teachers possess? How
was their behavior toward students different from the behavior of teachers who
were not good at building relationships? What implications do these differences
have for building positive relationships with students who have chronic behavior
problems?
I have been very fortunate in my academic career to have such amazing and supportive
teachers there to help me along on my journey to knowledge. I feel like the teachers who
have left a lasting imprint on my life were the teachers that pushed me and challenged my
ways of thinking or acting. It was the teachers who cared if you were misbehaving.
Regardless of how extreme the situation was or how disrespectful, they handled it will
precision and grace. Instead of losing their temper, they took a breath and made sure to
admonish the behavior not the student. Even when students were accepting a
consequence for their action, these teachers made certain that the students understood that
they care about them and thats the reason they had to follow through with the
management plan.
4. Design a self-monitoring system that is appropriate for elementary children and
monitors (a) calling out, (b) talking to neighbors, and (c) staying focused on
seatwork.

http://firstgradefabulosity.blogspot.com/2012/02/class-economy-freebie.html
Although I did not design in myself, I love this! The students are clearly informed of the
potential rewards and consequences of their actions. They will understand how they are

the ones who affect whether or not they earn a penny (or token). If they work diligently
then they will be rewarded for their hard work (just like in the real world).
6. Should students who exhibit chronic behavior problems receive special rewards
for behaviors that are typically expected of other students? Justify your answer.
This is a sticky situation. To get students to demonstrate desirable behaviors, the teacher
needs to meet that individuals needs. This is what equity in the classroom is all about.
However, I do not agree with extrinsic motivation to get a desirable behavior. If such
rewards were the sole purpose, the student would be nothing more than an experiment on
operant conditioning. The student needs to understand the implicit value of being a
productive member of the classroom environment. If it requires some additional support,
then the teacher should accommodate for that. If this happens, the teacher needs to wean
the student off of the extrinsic reward.
8. Develop a list of learning-focused positive consequences that could be substituted
for the use of concrete, extrinsic rewards in behavior contracts or functional
behavior assessment.
a) If the student receives a stamp for the day, he or she can spend their independent
time reading around the classroom on the bean bag chairs or they can go the
library to read.
b) Students will be able to work on content reinforcement games after completing
their tasks.
c) Students can get on MyOn or iStation to build their literacy skills, while breaking
up the monotony of traditional instruction.
9. Design an initial behavior contract for the following situation: Jonathon, a sixthgrade, middle school student who loves sports, has refused to do homework for the
past three weeks, has started fights on three occasions during the past three weeks,
and has disrupted class two or three times each day during the past three weeks.
If Jonathon is willing to complete the tasks assignment and demonstrate the expected
behavior of the classroom constitution, then I (the teacher) will work diligently to
incorporate his interests into the homework and in-class assignments to make them more
engaging for him. If he becomes bored or restless at any time, he will be allowed to
retrieve his stress ball or calm down jar to project the undesirable behavior. Fighting and
bullying will not be tolerated under any circumstances. If Jonathon cannot agree to
respect his peers (as we all do within this class), I will be forced to isolate him into a desk
all by himself and away from his peers.
Jonathons desirable behaviors will be documented on a punch card supplied by the
teacher. If he gets 5 punches a week, then he will have earned the right to purchase items
from the classroom store or use the tokens (which can be earned during instruction like
all the students) to get time on the computer.
11. Examine the sample anecdotal record in Figure 10. 6. Explain whether you agree
or disagree with the following decisions made by the teacher: (a) to continue the
intervention after 4/23 and 4/24 or (b) to stop the record after 4/30. Justify your
statements.

I agree with the teacher in continuing the running record of student behavior. It shows
how the consequences were effective for the student to begin demonstrating
independently. However, I disagree with the teacher ending the record after 4/30. I think
the student deserves more opportunities of desirable behaviors to be documented. At the
end (or during a conference) the teacher can show the continued record to the student and
voice the pride in her actions. This will help solidify the bond between teacher and
student, and it will show the student that the teacher notices all the hard work Rhonda has
put in.
13. After reading Chapter 10 and doing the exercises, use what you have learned to
briefly descript your understanding of the implications of the principles listed at the
beginning of the chapter for a classroom teacher.
a) Principle 1Since the teacher will be spending the most time with the student
and will get to know his or her the best, the teacher should be the one to address
issues that arise in the classroom. As the student and teacher work together to
come to an agreement, overcoming the obstacle will form a bond between the
two. This bond will ideally promote the students desire to respect the teacher and
the classroom.
b) Principle 2Students must have trust the teacher and feel comfortable in the
environment for learning to take place. This must be established for the cycle of
discouragement to be broken.
c) Principle 3Each student deserves their voices to be heard and respected.
Conferences should promote an atmosphere for open discussion and ability to
voice all concerns. To protect the students rights to privacy, conferences would
ideally be held so students do not have to fear ridicule or judgment from their
peers or teacher.
d) Principle 4By talking to students about how their actions affected the learning
of others, the students will hopefully realize how their actions have a rippling
effect. Understanding this will ideally encourage students to think before
disrupting their peers learning as well as their own.
e) Principle 5This is why the student will have a punch card or something to
document the desirable behaviors demonstrated in the classroom. The feeling of
pride they get when punching the whole will be an enticement to continue these
types of behavior.
Signal Interference

Proximity Interference

Touch Interference

This is a nonverbal cue between the teacher

and student to signify that the behavior
being demonstrated is undesirable or
deterring from the learning environment.
The teacher physically altering his or her
location near the student, so that the
student understands that the behavior has
been acknowledged. The movement gives
the student an opportunity to make the
CHOICE to modify his or her behavior.
This is the teacher putting his or her hand

Adjacent Interference

Name dropping

I message

Direct Appeal
Positive phrasing

Are not fors

Glassers Triplets

Explicit Redirection
Broken record

You have a choice

on the teachers shoulder as means to cease

the undesirable behavior. It will be quick,
but it should not take away from the overall
learning environment.
Recognizing the desirable behavior of the
students in the classroom as opposed to
focus on the undesirable behaviors
As a way to cease undesirable behavior and
make sure the student was paying attention,
the teacher will call the students name to
answer a question.
1) a simple description of the disruptive
behavior
2) a description of a tangible effect on
others
3) a description of the teachers feelings
about the behavior
Explicitly asking the student to stop the
disruptive behavior
Drawing attention to the positive outcomes
of demonstrating desirable behaviors
instead of focusing on the consequences of
undesirable behaviors
Phrasing a redirection into a something is
not used for that undesirable purpose
Directing students to appropriate behavior
through 3 questions:
1) What are you doing?
2) Is it against the rules?
3) What should you be doing?
Stop the behavior and make the right
choices comment
Repeating the same redirection over and
over again and hoping for different
outcome
Explaining to the student he or she has a
choice is how they proceed from this
warning

Final Questions: Which of these interventions is most confrontational? Which is

least? Which of these would you most likely use in your classroom and why?
Explain.
The most confrontational is the explicit redirection strategy. It uses the teachers
authority in the classroom almost as a bullying technique that expects student
cooperation. Even if the student were to comply to the command on this occasion, he or

she will eventually become unaffected by the tone and environment. Offering students a
choice in how the can act is the best way to build long-lasting character development.
Identify desirable behaviors in the classroom and facilitate an environment where the
student demonstrating undesirable behaviors can make a choice to demonstrate desirable
ones.
Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional
decision-making model, (6th Ed.). Boston: Pearson.