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Skip to 0 minutes and 5 seconds That’s enough, Michael. It’s a great phone, Ms. See, I can make a video and get famous in the time of doing this boring letter work. There’s handouts on your desk everyone. You’ve got 15 minutes to get a first draft down. Or I can write my letter on my phone. See, it’s got a key pad. Who writes letters anymore these days anyway? Michael, I need you to stick to our agreement. Phone out of sight and on silent. Thank you. But there’s just no point to it.

Skip to 0 minutes and 41 seconds Michael, you’ve got 15 minutes to get this letter written. I’m giving you an instruction. Phone out of sight and on silent. Thank you. When I get out of this hole I won’t be writing stupid letters. This is completely pointless. What? Oh come on, Ms. Are you going to take that? Thank you very much, [INAUDIBLE]. And then I’ll deal with Michael. Thank you. All right, you can keep your phone. Like you could take it anyway. Thank you, Michael, for putting your phone in your pocket.

Skip to 1 minute and 16 seconds OK everyone. I’m looking forward to hearing your persuasive arguments and well-chosen phrases. Well done everyone.

Skip to 1 minute and 31 seconds Thank you, Michael, for putting your phone away. Yeah. No. Really, thank you. Look, you got the date and the time you’re off.

Scripted interventions - Classroom Scene

Watch the two videos on this and the next step.

First the classroom scene, then the student’s point of view about the situation.


While you watch the clips, consider which parts of the intervention was scripted.

How did the outcomes work out for teacher, student and the rest of the class?

You will get a chance to share your thoughts in the comments in the next step.

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre