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Skip to 0 minutes and 4 seconds I reckon if she had come down on me a bit harder I’d have been a bit more resentful to her, in a way. Whereas, like, the way she did it wasn’t to kind of like pussyfootin’ around me, and it wasn’t too hard. Phone out of sight and on silent. Thank you. She was nice about it though, she didn’t go shouting it across the class. Like Michael, la, la, la. It was just more like, Michael look, basically I’m not going to take your phone if you’re just wanting to do a bit of work. I appreciated the fact that she didn’t advertise me like I do to her. Thank you, Michael, for putting your phone away. Yeah. No, really, thank you.

Skip to 0 minutes and 44 seconds I put my phone away, didn’t want to get it confiscated. So nothing more to do really, so I just thought I’d do my work.

Scripted interventions - Student's Point of View

Watch the two videos on this and the preceding 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.


Which parts of the intervention were scripted? How did the outcomes work for the teacher, for Michael and for the rest of the class?

Share your thoughts in the comments on this step.

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre