Subject : Classroom Management Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences Credits : Me & Vicky Monica

1. Febriano Mahesa
Vicky Monica

2. Principles
 An intervention hierarchy that consists of nonverbal
intervention, followed by verbal intervention, and
application of logical consequences seems most
effective in coping with common behavior problems.
 Some forms of verbal intervention defuse
confrontation and reduce misbehavior.
 Other forms of verbal intervention escalate
misbehavior and confrontation.

3. Problems
 Case 8.1 (p. 174)
 Sometimes teachers overreact to a minor misbehavior
 It disrupts the other students
 Other students become off-task

4. Hierarchy of Intervention
 Nonverbal intervention
 Verbal intervention
 Use of logical consequences

5. Classroom Verbal Intervention
Guidelines when using verbal intervention:
1. Whenever possible, non verbal interventions first.
2. Verbal interventions as much as possible private.
3. Brief verbal interventions.
4. Speak to the behavior, not the person.
5. Set limits on behavior, not on feelings.
6. Avoid sarcasm and other behaviors that belittle or demean the
students.
7. Use appropriate student/behavior decision-hierarchy that
encourages student-control.
8. Follow an ineffective verbal intervention with the next technique in
the hierarchy.
9. If more than one ineffective verbal interventions, use logical
consequences.

6. Classroom Verbal Intervention
 An awareness of commonly used ineffective verbal
intervention is important.
 Ineffective verbal intervention does not speak directly
to the disruptive behavior and does not direct the
student toward the appropriate behavior.
 Some ineffective verbal interventions encourage
inappropriate behavior.

7. Classroom Verbal Intervention
 Begin with the teacher-centered intervention to stop
the misbehavior quickly.
 Lasley (1989):
 teacher-centered intervention  for
younger, developmentally immature children.
 student-centered intervention  for
older, developmentally mature learners.
 The verbal intervention hierarchy 
hints, questions, and requests.

9. Adjacent (Peer) Reinforcement
 Based on the learning principle that behavior that is
reinforced is more likely to be repeated.
 Albert Bandura (1997)  Other students are likely to
imitate an appropriate behavior when their peers have
been reinforced for that behavior.
 It gives the student a chance to control his own
behavior.

10. Calling on the Student/Name-Dropping
 The teacher redirects the student to appropriate
behavior by calling on the student to answer a
question.
 Inserting the student’s name in an example or in the
middle of a lecture (name-dropping).
 It is used to redirect students who are off-task but are
not disrupting others, as well as students who are
overtly disrupting others.

11. Humor
 It can defuse the tension and redirect students to
appropriate behavior.
 Depersonalize situations and can help to establish
positive relationships with students.
 Humour at the teacher or at the situation rather than
at the student – no sarcasm.
 Teachers need to be very careful not to turn humor
into sarcasm.

12. Questioning Awareness of Effect
 Students are not aware of the effect their behavior has
on other people.
 Levin  Students who exhibit chronic disruptive
behavior learn to control their behavior when they are
forced to acknowledge both its positive and negative
effects.
 “John, are you aware that your calling out answers…”

13. Sending an “I Message”
 A three-part message that is intended to help the
disruptive student recognize the negative impact of his
behavior on the teacher.
They are :
1. A simple description of the disruptive behavior.
2. A description of its tangible effect on the
teacher/students.
3. A description of the teacher’s feelings about the effects of
the misbehavior.
 Teachers who enjoy a positive relationship with students
are usually successful in using “I messages”.

14. Direct Appeal
 Direct appeal means courteously requesting that a
student stop the disruptive behavior.
 Direct appeal is not made in any sort of pleading or
begging way.

15. Positive Phrasing
 Stating what the positive outcomes are can redirect
students from disruptive to proper behavior.
 Formula : “as soon as you do X (behave
appropriately), we can do Y (a positive outcome)
 Long term advantage : students begin to believe
that appropriate behavior leads to positive
outcomes, resulting students more likely to
develop internalized control over their behavior.

16. “Are Not For’s”
 Implemented primarily when elementary or preschool
children misuse property or materials.
 Usually effective in redirecting behavior positively at
the elementary or preschool, most secondary students
perceive this intervention as insulting.

17. Reminders of the Rules
 Teacher established clear guidelines or rules early in
the year and has received student commitment to
them, merely reminding students of the rules may
curb misbehavior.
 Teacher relying on using external rules to influence
behavior.
 If reminding the rules doesn’t work, consequences
must follow.

18. Glasser’s Triplets
 (1) What are you doing? (2) Is it against the rules? (3)
What should you be doing?
 Used privately not publicly.
 Expectation : student will answer honestly and return
to appropriate behavior.
 If student answer question dishonestly : suggested that
teacher use three statements instead of questions.

19. Explicit Redirection
 Teacher command and leaves no room for student
rebuttal.
 Advantages : simplicity, clarity, closed format.
 Disadvantage : teacher openly confronts student.

20. Canter’s “Broken Record”
 Clearly communicating to the student that the teacher
will not engage in verbal bantering and intends to
make sure that the student resumes appropriate
behavior.

21. Comply or face the logical consequences :
“You have a choice”
• Three types of consequences :
(1) Natural consequences : result directly from student
misbehavior without any intervention by the teacher.
(2) Logical consequences : require teacher intervention
and are related as closely as possible to the behavior.
(3) Contrived consequences : imposed on the student by
the teacher and are either unrelated to student
behavior or involve a penalty beyond that which if
fitting for the misbehavior.

22. When nonverbal and verbal have not led to
appropriate behavior….
• Suggested that teacher applies logical consequences.
• Give the student a choice of either complying with the
request or facing the consequence.
• Advantages : Intervention in this way helps the
student to realize that he is responsible for the positive
as well as the negative consequences of his behavior
and that the choice is his.

23. When “You have a choice doesn’t work”
 Teachers can use an assertive response style.
 Assertiveness : communicates to the student a promise
of action if appropriate behavior is not forthcoming.
 Use Canter’s “broken record” and a final “you have a
choice” in a calm assertive manner, if it still doesn’t
work, then disengages from the student.

24. THANK YOU!!!