Intervention Strategies

Intervention strategies– It is through my teaching philosophy that I approach intervention strategies with students with care and caution. For small issues with student behavior, I believe that reminding the student of their capabilities and what they can independently do to correct their behavior will be encouraged. Students with consistent behavioral or cognitive issues will sometimes require more intervention strategies than others. Pink slips will be given to students who are off task, misbehaving, and/or disrespecting others. After the first warning pink slip, the beginning steps for intervention would be to first spend more one on one time with the student to fix the issue at hand, and start to help the student gain independent responsibility. Next, if the student continues to have problems, then a contract must be formed between the teacher, the student, and the student’s parent. This contract should contain:

  • The main issue the student is having that is making them not complete their task
  • Two plans of differentiating action they can take to change this trend
  • Two-week homework checklist that will require their parents signature every night (a call home prior to this would be beneficial)
  • At the end of the two-week spans, the student and teacher will sign the contract and refer to it if necessary

If additional intervention is needed, a parent-teacher conference will be scheduled.

Verbal/nonverbal cues and tone of voice will be important factors in the classroom as means of establishing mutual respect. Tone of voice will differentiate between lecture time and individual conversation. Verbal cues for attention grabbers will vary for means of entertainment for the children (will vary every two-three months), and students will be allowed to use these cues for independent responsibility of classroom attentiveness. Non-verbal cues for restroom usage, pencil sharpening, emergencies, and assignment assistance will be shown through a flip cart on every student’s desk and will be up to individual students to flip through their chart, find their need, and flip the chart back to blank when need is fulfilled.

Building positive relationships between teacher and student is also important according to my teaching philosophy. Bi-monthly phone calls will be made home for students for constructive criticism on classroom performance – this may be positive or negative feedback to work on, and solutions for progression will be given rather than just awareness of student work and behavior.