Education Q&A – August 2024

What if I can’t deliver the script privately? For example, a learner has just sworn at me as they’ve entered the room. (Sarah, English Teacher) 

The 30-Second Scripted Intervention 

Scripted interventions allow you to limit your formal one-to-one intervention for unwanted behaviour in class to 30 seconds each time.  

You simply, get in, deliver the message, “anchor” their behaviour with an example of their previous good behaviour and get out with your dignity and the young person’s dignity intact. That is the “win-win”. 

The 30 second intervention demands careful, often scripted language. The idea is simple. The performance takes practice. 

The 30 second intervention is not designed to force a child to play “good puppy”, beg for forgiveness, and turn their life around before break time. It is a carefully planned, utterly predictable and safe way to send a clear message to the young person. “You own your behaviour. Your poor behaviour does not deserve my time. You are better than the behaviour you are showing today (and I can prove it).” 

Learn more. 

Balancing Discretion and Authority 

When you’re not able to deliver a 30-second intervention in private, “as discreet as possible” is the aim. 

There will be times that it is impossible for other learners not to hear so consider how you frame this to all observers. 

“I know you’ve just heard some language that has made you feel a bit uncomfortable; you all know I will never give up on any of you” and end looking at the young person who swore. Not in a threatening way, but in a way that reassures everyone that you will follow this up at an appropriate time/place. 

You could also acknowledge that you’ve had no choice but to deal with it publicly “you’ve left me no option but to speak to you like this, I’d rather have a respectful conversation about your behaviour away from everyone else. Thank you”. 

Master Your Body Language 

Think about your body language in the class when you deliver a scripted intervention as this also plays a crucial role in maintaining a supportive and non-confrontational atmosphere.  

Consider: 

1. Crouching Down to the Student’s Level: By lowering yourself to the student’s level, you ensure that your interaction is less intimidating and more private. This can also help in minimising the visibility of the intervention to other students, keeping the focus away from the disruption and maintaining the overall class environment.
   
   
2. Position Yourself Strategically: Place yourself in a way that other students cannot see your face or the face of the student you are addressing. This positioning helps in reducing the public nature of the intervention, making it more discreet and respectful for the student involved.