I will present about the difraction or intervention in my wonderful classroom. Now, as a ground and comparasion to what I have heard today, I would like to write down what do I learn about this matter to this time.
Guideline to do interventions:
1. Demonstrate or show the 'whititness'. It is a new term, anyway which can be rephrased as "really pay attention to what are the student doing', so we know where and what are the the students doing right now.
2. Perserve student dignity, which means focus on the behaviour solving first with all respect to the students for example by tapping, touching move nearer or wisphering.
3. Be consistent. I heard this a numbers of time when I was in my first practicum last week. Thanks lord that I learned that. True, I need to be so consistent to what I am saying and doing, especially in the front of my students to give them clear and sufficeient image. However, the reality not really will be 100%, but try to reach its maximum'
4. Follow though. In my own words are: Say the instruction clearly and mean it. I have one really good experience about it. I said to my students in the class that they would do their exercise in 25 minutes, yet I seemed to be not really mean it. That is what we call not following trough, so follow through means say and mean it!
5. Keep interventions brief. Ofcourse, I wont waste the half of my precious time with students only for minor things.
6. Avoid arguments. It is very good we think, if we can proof that we are faultless. But the question is is that necessary or even helpful? I dont think so. It'd better if I use a guiding questions or statements not to judge but to build the students for instance by reminding them about the rules or essential agreement.
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