Behavior Managemen

t

Why Important

• Increased learning• Increased time on task• Better perception of PE & PA• Increased teacher satisfaction and fewer departures

from the profession• Increased safety• Increased social skills/responsibilityWithout control, you have nothing

Learning names - Be persistent, knowing a student’s name greatly increases their accountability (WPHS)

• Practice during attendance• Label a photograph (get permission)• Past yearbooks• Use names when addressing (greet and dismiss)• Squads/assigned location grid• Brief note/description in attendance roster or adjective with

name (Blue-eyed Brianna)• Check names during assessments/assignments• Name games at start of year

1. Creating a Positive Atmosphere

Positive strategies• Model positive teacher traits

• Think of the teachers you enjoy/enjoyed• Avoid using captains to pick teams in front of the others• Post records (fitness, coop)• Play music• Tell students/class what they are doing right

• Teachers who are always negative get tuned out and it makes PE & PA less enjoyable (1:1)

Positive Gymnasium

• Non-naked gym – makes physical education and physical activity more educational and inviting. • Posters• Pictures of students/

activities• Wall/floor art

• Project for the art dept

WPHS

Teacher Expectations• You set the bar/tone for your gym• Be mindful of belittling, exclusion, and other negative

student – student interactions . Intervene and set positive standards.

2. Prevention - Designing a Proactive Management Plan1. Prevention – set yourself up for success• 80% of behavior management issues are related to TEACHER

PLANNING (Lavay, Frency, & Henderson, 2006)• Poorly planned lessons = poorly behaved students• Boring activities, waiting in line, not enough equipment, already mastered

skills (developmentally inappropriate), groupings, inadequate directions, too many transitions

• Make every class engaging and FUN. Incorporate activities with high activity time & use small sided games that reduce the “fishbowl” effect

• Consider the following:• Complexity of drills, number of partners, amount of equipment, area of

playing surface, setting (gym v. outdoors), teaching styles• OK to carry your lesson so you don’t forget things

Provide for middle and high school classes. It’s basically a contract between the instructor and students. Includes :• Rules for the class• Routines• Expectations (clothing, grading

procedures, unprepared for class)• Great time to discuss:

• Purpose of PE• Standards – what students should know and be able to do

Day 1 OrientationSample syllabi

• Donegal MS, Athens Area HS, Daniel Boone MS, Tamaqua Area HS,

2. Prevention - PE Syllabus

Organization

• Set yourself up for success:• If control is challenging, do not

have students sit on top of or next to one another; you are asking for trouble. Spread them out.

• Consider using a grid with numbers and letters on the wall.

Organization

• Picking teams• Do in a way that no one is demeaned but also

happens quickly and efficiently• Example ideas

2. Prevention – Planning Transitions• Transitions are a danger area in a lesson that often are

not fully thought through• Think through you will move from one lesson section to

another (equipment, positioning, groupings, etc)• What would you say? 24Ss, 6th gr.,floor hockey dribbling

2. Prevention – Assessment• How can planning for and utilizing assessment

improve student behavior?• Penn. Standard 10.4.12D (~NASPE 5) – “Assess and

use strategies for enhancing adult group interaction in physical activities.”

• Level of Involvement Scale (Farmington, Naugatuck)• Elements of Hellison’s Model• Students may also complete scale

2. Prevention – Assessment

2. Prevention – Assessment• Make sure you are assessing students in the

standards and all 3 domains (P, C, A)• Quick and easy assessment used in KIN 303

2. Prevention – Creating Routines• Tasks that are repeated frequently benefit from

establishing routines to ensure consistency and reduce confusion• Routines eliminate confusion and increase instructional time.• Do not leave any part of a routine open to interpretation

• What are some examples of routines for a PE?• Practice• Answers

2. Prevention

• Stressing character or human virtues• Lots of research in this area

• Check out charactercounts.org and character education• Example from SSW

2. Prevention

• Hellison’s Model of Personal and Social Responsibility• Sequential so students can

compare and move-up the levels over time

• Hellison in-action• Examples: 1, 2

2. Prevention

• Post Hellison’s model on the wall or just the level 5 behaviors (age appropriate).

• Use closure questions related to personal and social responsibility (thumbs up/down, touch answer on wall, 1 question quizzes)• Ask questions:

• Did someone help some today?• Who said something that encouraged someone?• How would a level one person get equipment?

2. Prevention• Game Face - – appropriate tone and demeanor (firm, organized,

purposeful)• Exude a confidence that you WILL keep the class under control and certain

behaviors ARE expected and those contrary will NOT be tolerated• Video clip

• Provide continual feedback, this reminds students the teacher is engaged with and monitoring class

• Circulate around the gym - don’t “root” in one place. Having students know where to find you is not a good thing

• Start promptly & keep things moving• Watch for activities “petering” out• Awareness talk – whole class reminder of expectations and

appropriate conduct• Especially helpful in initiation

2. Prevention - “Catch Being Good”• Secret Student - Draw a name from a pile of paper scraps

containing all the student's names. Keep this name a secret. The students know (from you having told them) that this selected person will be watched to determine if they have behaved well and are deserving of the reward.

From: www.behavioradvisor.com

More on “Catch Being Good”• The Raffle Ticket System - Award cut-up pieces of paper

to kids who are on task, answer questions, etc. Don't be stingy. There will only be one drawing at the end of the period or day...thus only one prize given away

• Name on the Board – Kids who behaved properly that day.

From: www.behavioradvisor.com

More on “Catch Being Good”• Bell system - Use a kitchen timer. Tell the students that

you will be evaluating their behavior at the moment the bell sounds and offering a reward later. Set the timer for any time between one minute and twenty minutes (shorter times for classes that misbehave more often). Do not let the students see the timer.

• Student of the day gets to be line leader or the person right after line leader (very coveted either way!)

From: www.behavioradvisor.com

Using Reinforcers

Token Economy• Whole class – accumulating points toward a class reward

• Example: “If we’re good, we have time for the fun games planned”• Example: At the end of each class, the teacher writes a class’s score (0-

100) on the board. 10 point deductions are made during class for not following the rules. The class with the most points at the end of a month gets a reward.

• Example: Create a chart that tracks the number of stickers a class earns for “good” behavior. Once a class earns 10 stickers for example, a reward is administered.

• Q: what if one individual constantly spoils it?

• Individual – collecting PE bucks or school bucks (usually with principal’s picture) towards a reward you specify

Prevention• Be dynamic and motivating while teaching.

• “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS

• Don’t allow certain students to work together during class

Premack Principle – reward students in PE with activities they choose independently.• If students love 4 square during recess, use it as a

reinforcer

Prevention• Firmness – Is it easier to start loose and become more firm or

start firm and loosen up? Why?

• T/F: Endeavor to be friends with your students? • Want to be “liked” and not perceived as “mean” • By disciplining students, you are teaching invaluable life lessons

that will help them grow into adults. You are HELPING, not hurting!

PreventionBuilding Rapport• Rapport is extremely important-Mr. Pulisciano, Cheshire HS• Get to know your students as soon as possible• Smile when appropriate and have a good sense of humor• Demonstrate concern for students• Have fun; show your personality (within reason)• Relate to students in and out of classroom (talk before/after class)• Get to know their world• ALWAYS remember though, you are the teacher and not one of

their friendsIf students “like you” they are less likely to misbehave and

will fear “letting you down.”

Self quiz - Types of Authority• Think of it like the three types of parenting:

• Authoritarian – dictator, hostile• Permissive – laissez faire (non-assertive, hands off)• Authoritative – firm, calm, confident

• May fluctuate but authoritative is generally the best

3. Interventions – When Problems Arise

1st Line of Defense1st line of defense: non-invasive strategies. Use when you

want to stop misbehavior but want to avoid verbally addressing it. Using non-invasive techniques makes class less negative and also increases instructional time by not having to devote time to the misbehavior.

• Proximity• Eye contact• Hand gestures• Vocal variety• Name in a sentence

- Series of Consequences• Develop a series of consequences that works for you. Here is an

example. • West Philadelphia HS

• Verbal or non-verbal warning or reminder• Adjust level of involvement score• Phone call home (sometimes earlier, depends on home)• Community service

• Lunch – students given 10 minutes to get lunch, report to gym, eat (usually with me), then perform some service (dust mop gym, pick up trash, set-up for next class). This was a great time to get to know the student and just talk

• After school – similar to above• Assignment (from fitness/health textbook)• Referral to administration (dreaded pink sheet)• Parent conference – 3 way with me, student, and parent(s)/guardians(s)

• Students are in lunch detention until this is completed

Strategies for Misbehavior• Move through your hierarchy of consequences

• May not be effective for some students• Find what works with a particular student, don’t assume

one strategy will work for them all.

Strategies for Misbehavior• Planned Ignoring – use when behavior (what is reinforcing) is

benign, short, and doesn’t affect the group (nudges their friend). • BE CAREFUL – DO NOT ignore too much or it will get worse

• This is a frequent error with beginning teachers• Wait time – can’t get to the next activity or the culminating activity

until proper behavior is displayed. Don’t overuse!• “I’m waiting for everyone to listen.”

Strategies for MisbehaviorVerbal interventions• Don’t nag or plead (shows weakness) – follow through

•1 warning or zero warnings is enough!

• If you warn 5X’s, students learn they can misbehave 4 times before a consequence.

Strategies for MisbehaviorTime Out – removing a student from an activity

• Avoid calling it time-out in middle school or high school, can be insulting. Instead say:

• “Sit down for a moment please.” • Do not allow students to avoid selected activities

• DO NOT make time out reinforcing• i.e. Talk, explore, engage passers by, get involved

• Only under severe conditions should a student be sent to the office/principal

• Administrators want to know you can handle your classroom

• Using Time Out as a Learning Experience• Verbally debrief situation (why, how improve, etc) when a student

returns from time-out if you have time

• Time Out Worksheets (good cross-curriculars as well): 1, 2

Strategies for Misbehavior

• Exclusionary – similar to time-out but student remains a part of the lesson with some restrictions

• Examples: • Move back from the circle where everyone is sitting• Student is not allowed to speak or answer questions• Student is not allowed to partake in a station during choice time• Student is not allowed to work with certain other students during the

remainder of class or for a period of weeks/months

• Restricted Play (elementary) – students are still participating in activity but with restrictions

• Example: no equipment (don’t have a soccer ball like others), aren’t allowed to run

Strategies for MisbehaviorVerbal Reprimands

• Concise• Listen please (not “stop talking”)• Hands to yourself (not “stop it”)• "What should you be doing right now?" • Look and sound like you mean it! Have a good “game face!”

• Expanded – Telling students what behavior is unacceptable and why• Eli, please hold onto the ball. I find it distracting as do other students.• Book: “Joy, interrupting is impolite. It makes it difficult for others to follow my

instructions. Please wait until I have finished to ask a question.”• DO NOT ridicule, insult, demean

• If a student loses face, you’ve lost them (peer reputation is powerful)• Students will turn against you• NEVER yell at students or use disrespectful language (that is a loss of control on your

part)

Strategies for Misbehavior• Talking with Students

• 1 on 1• I messages, active listening (echo), decide upon a

solution together and get student to verbally agree to it, avoid lecturing

• Avoid “power struggles” in front of the class because the student is on stage and most likely, they won’t back down

• Better to talk individually with students while the rest of the class is active

Strategies for Misbehavior• Contracts – behaviorally focused agreement between you and a

student• Daily report – often used in combination with a contract• Premack Principle – reward students with activities they choose

independently.• Letter of Apology - Have the off-task student write a letter

of apology to the injured party which is signed by the parents.

• Personal examination – Reflect on one’s actions and how it affects others. Turn in to the teacher.

Talking BenchTalking Bench• Students attempt to resolve their own dispute.

• Student answer a series of age-appropriate Q’s• What caused your disagreement?• Explain how you felt.• What solution did you agree on?

• Two options:• Have the questions on the wall. Students answer the questions

verbally and the teacher questions students to determine if the conflict was appropriate resolved. If yes, the students return to activity, if not, the students return to the talking bench.

• Each student write their responses on a form which is given to the teacher

• Example

• If an approach isn’t working, try something else. • Seems obvious but isn’t

• The power of REFLECTION

Conclusion

Conclusion

Build a Comprehensive Strategy – Find what works for you!

1. Creating a Positive Atmosphere2. Designing a Proactive Management Plan3. Instructional Interventions

Conclusion

Find the Develop your

Materials

• http://thenewPE.com