THE INTERVENTIONIST TEACHER

SEE CHILDRENS DEVELOPMENT AS AN OUTCOME OF EXTERNAL FACTORS.

FREDERIC H.JONES(1987) EMPHASIZES THE NEED FOR TEACHERS TO MAINTAIN FIRM

CONTROL THROUGH 4 ESPECTS OF CLASSROOM ORGANIZATION:
LIMIT SETTING THROUGH BODY LANGUAGE
RESPONSIBILITY TRAINING
BACK UP SYSTEM (SUPPORT BY POLICIES AT THE SCHOOL LEVEL)
CLASSROOM STRUCTURE
 LIMIT SETTING THROUGH BODY LANGUAGE

Teachers need to set limits on students behavior that are simple,practical and, once
mastered, easy to use.
Responses to disruption should be physical, using body language, and employ a mini
mal number of words.
The ultimate effect of these limit setting strategies is to reduce the teachers workloa
d.
 Eyes in the
back of your
head

Camping out Terminate

from behind instruction

Strategy
Turn, walk to
Camping out the edge of
in front the students
desk, prompt

palms
RESPONSIBILITY TRAINING

Teachers need a system that is simple to implement and that ensures students
will do anything the teachers requires at any time.
Involves providing incentives through a group reward, through preferred activ
ity time, or through periods of free or play time.
BACK UP SYSTEM

A set of hierarchically ordered penalties for misbehavior.

A simple warning given privately to an individual student or group of student.
Support is required at the school level, in the form of appropriate policies, pr
ocedures and resources.
CLASSROOM STRUCTURE
The rules, daily routines and physical organization and environment of a classroom.
Classroom furniture should be arranged to maximize the teacherss mobility, physical
access and proximity to students.
Sufficient seating & appropriate placement
Lighting should be appropriate
Noise levels should not interfere with effective communication
Classroom rules and routines should be posted around the room
Storage ares for classroom resources and student possessions should be well organiz
ed and easily accessible to students & teachers.
THE INTERACTIVE TEACHER

See children developmet as an interaction between internal and external factors.

Balson(1992)emphasis the role of the school in preparing students to live in a democr

atic society through sharing of power between teachers and students.
Dreikurs and Balson have argued that children have a basic need to be accepted and t
o belong, and in order to achieve this,human behavior is orderly, purposeful and dire
cted towards achieving social recognition.
Teachers need to look not at the actual behavior but at students underlying motives.
UNDERSTANDING STUDENT MISBEHAVIOR

Children may misbehave in order to :-

Gain attention
Overcome the feeling of inferiority
Exact revenge
Display feelings of inadequacy and failure

Students goal Teachers feelings Students reaction to correction

Seeking attention Feels minor annoyance Behavior temporarily stops
Seeking power Feels personally challenged Bahavior persists
Seeking revenge Feel deeply hurt Behavior intensifies
Displaying inadequacy Feels like giving up Disinterest remains
 Teachers responses to the different motives that underline student behaviour
should include the use of both encouragement and natural or logical consequ
ences that follow the behaviour.
Natural consequences : outcomes that occur without interference
Logical consequences : outcomes contrived to influence bahaviour.
THE NON-INTERVENTIONIST TEACHER

Allows children;s development to occur naturally.

Greater weight on students roles and responsibilities.
The focus is on teachers helping students to become more responsible for thei
r own behaviour, leading students increased social acceptance and enhanced
status among peers.
 William Glasser said that a democratic model that values students and provides a supportive work environm
ent is more effective than a hierarchical system with teachers in control.
Bill Rogers(1998) sees discipline as a teacher-directed activity that seeks to lead, guide, direct, manage, or c
onfront a student about behaviour that disrupts the rights of others, be they teachers or studets.
Glasser and Rogers have both argued that students misbehave because schools fail to fulfil their basic needs.
These needs, clearly reflecting elements of Maslows hierarchy of needs, include:
Belonging
Power
Freedom
fun
REALITY THERAPY TECHNIQUES
Gordon,et al.(1996) suggested that to implement reality therapy in a classroom, teachers need to:
First get to know students
Provide students with experiences that are meaningful and that satisfy their basic needs
Help students identify their inappropriate behaviour
Encourage students to evaluate their misbehaviour and its consequences
Assists students to make and stick to a plan to eliminate the problem behaviour
Avoid punishment or criticism
Meet with students and give them an opportunity to evaluate their school experiences and make any ne
cessary changes.
STRENGTHS AND LIMITATIONS OF CLASSROOM-MAN
AGEMENT MODELS
The interventionist model
Classroom management involves,at the class level, limit setting and responsibi
lity training
At school level, effective backup system are required.
Teachers need to establish a well-organized classroom structure
Strength: maximizing classroom management and organization
Weakness: high level of control retained by teacher, which may lead to violet s
tudents reactions.
 THE INTERACTIONIST MODEL

Focus on students understanding why they behave as they do and the consequences of the
ir behaviour
Encourage a high degree of student autonomy, as well as respect between teachers and stu
dents
Weakness:
1. teachers often have difficulty recognizing the motives that underline student behaviour.
2. Too simplistic to explain student behavior in terms of four basic goals.
3. Teachers may have difficulty in identifying
4. Implementing easily understood and acceptable consequences for inappropriate bahavio
ur
THE NON-INTERVENTIONIST MODEL

Strength: allowing students to see the consequences of their behavior and to determi
ne possible solutions
Weakness:
1. teachers may have in giving students increased autonomy and responsibility witho
ut at the same time feeling threatened by loss of control.
2. Teaches may helps students who do not wish to cooperate in this approach.
3. Solving discipline problems through class meeting can be very time-consuming.
 MODELS OF CLASSROOM MANAGEMENT IN STRAT
EGY PLANNING
When planning classroom management strategies, educators need to be aware that:

Interventionist model
Effective classroom management setting include limit-setting, responsibility training and a well-organized classroom
structure that includes clear rules and efficient use of available space, with backup support available at the school level.

Interactionist model
Students need to understand the consequences of their behavior and have a high degree of autonomy and
responsibility.

Non-interventionist model
Students need opportunities to make choices.
This model encourages self-direction and responsibility in students, and includes students recognizing class
rules and their own rights and responsiblities,.
 BULLYING
Ongoing aggression involving words or actions by individuals or groups and directed t
owards particular victims who are enable to defend themselves.
Take advantage of situations where they can victimize others who may be physically s
maller, younger, less strong, outnumbered or simply unable to defend themselves.
Rubin, Bukowski & Parker (1998,p.639) identified several defining characteristics of b
ullies.
Strong tendencies towards aggressive behavior
Relatively weak control over their aggressive impulses
Relatively high tolerance for aggressive behavior
THE INCIDENCE OF BULLYING
RIGBY AND SLEE (1999,P.326) REPORTED DATA ,SUGGESTED AS
MANY AS ONE CHILD IN SIX OR SEVEN (20% OF BOYS AND 16% OF
GIRLS) ARE BULLIED AT LEAST ONE A WEEK.
WESTERN AUSTRALIAN STUDY (ZUBRICK ET AL.1997) CLAIMED
THAT ONE CHILD IN NINE (11%) HAD BEEN BULLIED DURING THE
PREVIOUS 6 MONTH.
BENTLEY AND LI FOUND THAT 21% OF 8-12 YEARS OLD WERE
BULLIED WHILE 12% BULLIED OTHERS CHILDREN.
WHITNEY AND SMITH (1993) EXPORTED THAT 27% OF PRIMARY
SCHOOL STUDENTS IN ENGLAND AND WALES CLAIM TO HAVE BEEN
BULLIED AT LEAST SOMETIMES AND AN ADDITIONAL 10% HAVE
BEEN BULLIED ONCE A WEEK OR MORE OFTEN.
 BULLYING IN SCHOOLS
Forms of Bullying Experienced often during the school
year
Reported Experience Boys Girls
(Percentages) (Percentages)
Being called hurtful names 12.6 11.5
Being teased in an unpleasant 11.3 10.6
manner
Being left out of things on 5.8 9.5
purpose
Being hit or kicked 5.9 2.9
Being threatened with harm 5.4 3.2
 BULLYING IN SCHOOLS
Incidence of reported victimization among school children
Reported Experience Boys Girls
(Percentages) (Percentages)
Every day 1.8 0.9
Most days 4.4 3.8
Once or twice a week 6.8 5.7
Once a week 6.3 5.1
Less than once a week 29.2 27.6
Never 51.4 57.4
 BULLYING IN SCHOOLS
Gender of the bully or bullies-Percentages in each
category
Reported of Bullies
Always a Always A girl Sometimes a boy
Boy /Sometimes a
girl
Boys reporting 69.0 3.9 27.1
being victimised
Girls reporting 24.1 24.5 51.4
being victimised
FORMS OF BULLYING
BULLYING CAN TAKE MANY FORMS (INCLUDE)
VERBAL FORMS ,SUCH AS RICIDULE AND SEXUAL HARASSMENT
THAT INVOLVES NAME CALLING
PSYCHOLOGICAL FORMS, SUCH AS BEING ISOLATED OR SUBJECT
TO GOSSIP AND HURTFUL RUMOURS
PHYSICAL FORMS, SUCH AS BEING HIT OR PHYSICALLY
THREATENED , OR HAVING PROPERTY DAMAGED OR STOLEN.

Interventions to reduce bullying

Suggested to children
Leave the conflict unresolved
Ask an adult to help resolve the conflict
Achieve resolution through one of the protagonists
winning
 IMPLEMENTING A CONFLICT-RESOLUTION ST
RATEGY

QUAKER EDUCATION UNIT IN NEW YORK IN 1972

CHILDREN WERE TAUGHT THAT THE STRENGTH OF A NON-VIOLENT RESPONSE TO
CONFLICT LAY IN JUSTICE, CARING AND PERSONAL INTEGRITY.
EXAMPLES OF TASKS GIVEN TO STUDENTS TO FIND A RESOLUTION THROUGH
WORKING WITH A MEDIATOR AND USING STRATEGIES SUCH AS EXCHANGING
INFORMATION, EXPLAINING MAJOR CONCERNS ABOUT THE CONFLICT SITUATION,
NEGOTIATING ALTERNATIVE ACTIONS AND PROBLEM SOLVING.
SAMPLE CONFLICT SITUATION :
A STUDENT HAS A TEACHER WHO SPEAKS ENGLISH WELL BUT WITH AN
ACCENT. THE STUDENT MIMICS THE TEACHER DURING CLASS.
 STRATEGIES FOR CONSENSUS BUILDING
1. PREPARE FOR A MEETING TO REACH CONSENSUS ABOUT A PROBLEM. CONSULT
GROUP MEMBER TO IDENTIFY POSSIBLE SOLUTIONS.
2. BEGIN THE MEETING. GET EVERYONES ATTENTION, AGREE ON THE GOALS FOR THE
MEETING.
3. DEFINE THE ISSUES AND SET AN AGENDA. HAVE ONE PERSON INTRODUCE THE FIRST
ITEM AND THE ISSUES IT RAISES. ASK FOR OTHERS TO COMMENT.
4. UNCOVER HIDDEN INTERESTS. ASK PARTICIPANTS WHAT ELEMENTS MUST BE
PRESENT OR WHAT INTERESTS SATISFIED TO GET MEMBERS TO AGREE AND ACCEPT
THOSE ELEMENTS AS THE CRITERIA THAT A SOLUTION MUST MEET.
5. GENERATE OPTIONS. ASK FOR IDEAS ABOUT POSSIBLE SOLUTIONS OR OPTIONS THAT
MIGHT SATISFY STATED INTERESTS. USE BRAINSTORMING OR OPEN DISCUSSION.
 STRATEGIES FOR CONSENSUS BUILDING

6. ASSESS OPTIONS. REVIEW INTERESTS, NEED AND CONCERNS. DISCUSS AND

EVALUATE PROPOSED SOLUTION.
7. REACH AN AGREEMENT. ELIMINATE SOLUTIONS THAT DO NOT MEET THE
CRITERIA OR ARE UNACCEPTABLE COMBINE OPTIONS THAT MEET ALL
PARTICIPANTS NEEDS.
8. IMPLEMENT THE AGREEMENT. REVIEW IT , THEN IDENTIFY AND AGREE UPON
THE STEPS THAT ARE NEEDED TO IMPLEMENT IT.
9. MONITOR IMPLEMENTATION. MAKE SURE ALL AGREEMENTS, IMPLEMENTATION
STEPS AND MONITORING PROCEDURES ARE IN WRITING. DESIGN A
MONITORING PROCEDURE.
10. EVALUATE THE MEETING. DETERMINE WHAT WENT WELL AND WHAT COULD BE
DONE TO IMPROVE THE CONSENSUS-BUILDING PROCESS.
 REVIEW
CLASSROOM MANAGEMENT IS CONCERNED WITH THE PLANNING, ORGANIZATION AND
CONTROL OF LEARNERS; THE LEARNING PROCESS, INCLUDING LEARNING GOALS AND
THE STRATEGIES USED TO REACH THEM.

ALL TEACHER ENCOUNTER CHALLENGES WITH CLASSROOM MANAGEMENT AND

DISCIPLINE, AND OVER TIME DEVELOP STRATEGIES FOR RESPONDING TO THESE
SITUATIONS. SCHOOLS USUALLY HAVE POLICIES THAT SET OUT GENERAL GUIDELINES
FOR STUDENT MANAGEMENT ,WELFARE AND DISCIPLINE.

MOST OF THE DISCIPLINE DIFFICULTIES TEACHER FACE IN THEIR CLASSROOMS INVOLVE

MINOR DISRUPTIONS SUCH AS UNNECESSARY TALKING ,INATTENTIVENESS AND
DISOBEDIENCE. SERIOUS BEHAVIOURS ,SUCH AS PHYSICAL VIOLENCE ARE MOST RARE.

CLASSROOM TEACHER NEED TO IDENTIFY THEIR OWN SET OF BELIEFS ABOUT HOW
CHILDREN LEARN AND HOW CLASSROOMS SHOULD BE MANAGED.
 REVIEW
CLASSROOM MANAGEMENT IS CONCERNED WITH THE PLANNING,
ORGANIZATION AND CONTROL OF LEARNERS; THE LEARNING PROCESS,
INCLUDING LEARNING GOALS AND THE STRATEGIES USED TO REACH
THEM.
ALL TEACHER ENCOUNTER CHALLENGES WITH CLASSROOM MANAGEMENT
AND DISCIPLINE, AND OVER TIME DEVELOP STRATEGIES FOR RESPONDING
TO THESE SITUATIONS. SCHOOLS USUALLY HAVE POLICIES THAT SET OUT
GENERAL GUIDELINES FOR STUDENT MANAGEMENT ,WELFARE AND
DISCIPLINE.
MOST OF THE DISCIPLINE DIFFICULTIES TEACHER FACE IN THEIR
CLASSROOMS INVOLVE MINOR DISRUPTIONS SUCH AS UNNECESSARY
TALKING ,INATTENTIVENESS AND DISOBEDIENCE. SERIOUS BEHAVIOURS
,SUCH AS PHYSICAL VIOLENCE ARE MOST RARE.
CLASSROOM TEACHER NEED TO IDENTIFY THEIR OWN SET OF BELIEFS
ABOUT HOW CHILDREN LEARN AND HOW CLASSROOMS SHOULD BE
MANAGED.
 REVIEW
BULLYING , INVOLVING THE ABUSE OF POWER , IS A SERIOUS FORM OF
INAPPROPRIATE BEHAVIOR IN SCHOOLS.
BULLYING IS GENERALLY MORE COMMON AMONG BOYS AND IN CHILDREN
AGED AROUND 8-9 YEARS, THAN AMONG THOSE IN OTHER AGE GROUPS . IT
DECREASES IN FREQUENCY THROUGH THE SECONDARY YEARS.
STRATEGIES USED TO COMBAT BULLYING INCLUDE ANGER MANAGEMENT,
ASSERTIVENESS TRAINING, CONFLICT RESOLUTION AND PEER MEDIATION.