Least Invasive Intervention | TLAC Page Number | Description | Video Clip |
Non-Verbal Intervention (NVI) | 397 | - Catch off-task behaviour early
- Develop simple hand gestures or intentional modelling of corrective action for the top 3 predictable low-level disruptions in your classrooms
- Use these consistently & explain to students what response is needed to each
| NVI Clip 58 NVI Montage Clips NVIs Clip 63: Multiple examples, same teacher |
Positive Group Correction (PCG) Shift in tone of voice between the instructional (quicker) and corrective (slower) | 398 | - Catch off-task behaviour early
- A quick, verbal reminder to the entire group, advising them to take a specific action
- Always describe the solution, not the problem
- Very short correction - economy of language: ‘I need to see everybody writing / ‘I need to see pens moving immediately’
- Can combine with a NVI as well to correct a specific individual and keep them off the public stage
| PCG Clip 59 PCG & AIC Montage |
Anonymous Individual Correction (AIC) Shift in tone of voice between the instructional (quicker) and corrective (slower) | 399 | - Describe the solution, not the problem
- Makes it explicit that there are still students who have not yet met expectations
- Can combine with PCG: ‘Eyes up on me, please ‘(PCG) followed by an AIC: ‘I need to two more sets of eyes’ using Radar and BSL
- Can add NVIs as well (eye contact, nods etc.) to establish privately which student needs fix behaviour fast
| AIC Clip - 'Need One' AIC - 2 clips PCG & AIC Montage |
Private Individual Correction (PIC) (*Not possible with non-proximate teaching*) | 400 | - When you have to name names, you can still make use of privacy
- When you have to spend more time with student, you can make it easier by asking the class to be completing a task
- Describe the solution, not the problem
- Emphasize purpose over power: ‘this is important for you to learn’ rather than ‘when I ask someone to sit up, I expect them to do it’
- If you need to return, it’s probably time for a consequence (again, privately)
| PIC Clip 61 |
Private Individual Precise Praise (PIPP) | 401 | - In proximity to the student, whisper positive feedback instead of criticism
- If students understand that a private comment could be either positive or corrective, they will be more open to you as you approach them
- You also earn trust for your criticism by balancing it with deserved praise
| No videos available |
Lightning Quick Public Correction (LQPC) | 401 | - At times, student corrections will need to be public
- The aim of a LQPC is for your off-task student to be onstage for as short a time as possible and the sequence to end with a productive, positive example
- Focus on telling the student what to do rather than what not to do
- The redirect attention to the vast majority of positive behaviour happening in the class:
- ‘James, I need your pencil moving, just like Amber and David’
- Or, ‘James, I need your pencil moving. Looking sharp in the back row. Thank you, James. Much better’
| LQPC Clip 62 |