- Houston Independent School District
- Effective Practices
- I-9 Classroom Management
- Non-Verbal Interventions
OLD-Professional Development
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Effective Practices
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Description
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Non-Verbal Interventions are used by the teacher to redirect undesirable classroom behavior or affirm positive student behavior. This form of intervention includes facial expressions, gestures, body posture, and position. It supports maximizing instructional time by redirecting students without diverting the attention of the entire class. To use Non-Verbal Interventions effectively, the teacher must be aware of what is happening in all parts of the classroom.
- Identify the non-verbal cues to use with all students by considering the behaviors that often need correction or encouraged during a daily lesson. Use cues that are simple, discrete, and relevant to the classroom rules.
- Inform students of the reasons why cues will be used.
- Introduce and model the cues one at a time, and teach students the expected response to each cue.
- Allow time for students to practice the cycle of “teacher cue, students respond”.
- Implement cues immediately and consistently.
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Alerts
Teachers often want to implement cues for a wide variety of rules or procedures. Decide which behaviors are most important to address, and use cues for those. The fewer cues students have to remember, the more likely they will be able to follow them.
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Quick Tips
Teachers may find some students need distinct cues to address their individual behavioral needs. It is helpful for the teacher to know his/her students well as this will help determine which non-verbal interventions will be most effective.
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Other Strategies
Hands-Up
Hands-Up is a non-verbal practice to get the class’ attention immediately. The teacher raises his or her hand and mandates that students follow suit. It is a stern expectation for the students to stop talking and pay attention to the teacher as soon as hands go up. As each student sights the cue and quiets down, a wave of hand-raising will cover the classroom, calling attention to those still talking, eventually leading all students to pay attention to the teacher.
Signs
Teachers can use a printed sign to indicate the behavior expected of students rather than a physical cue.