Class Management and Behavior Development Class Management and Behavior Development

Class Management & Behavior Development Class Management & Behavior Development

Student involvement,

responsibility &

leadership

Student involvement,

responsibility &

leadership

Effective classroom management & positive behavior management:

KEY INGREDIENTS that will foster such student

engagement

Effective classroom management & positive behavior management:

KEY INGREDIENTS that will foster such student

engagement

Building cooperation among team members, AND among teams is necessary for a sense of learning

community to emerge

Building cooperation among team members, AND among teams is necessary for a sense of learning

community to emerge

Class Management & Behavior Development Class Management & Behavior Development

Class Management Techniques & Tactics Class Management Techniques & Tactics

Aimed at accomplishing managerial goals of lessonsAimed at accomplishing managerial goals of lessons

TYPES OF ROUTINES: TYPES OF ROUTINES:

Class Segment Routines. Class Segment Routines.

Teacher – Student Interaction Routines. Teacher – Student Interaction Routines.

Game- / Contest-specific Routines. Game- / Contest-specific Routines.

“Routines”:“Routines”:

Class Segment Routines:Class Segment Routines:(Central to creating flow in the lesson)(Central to creating flow in the lesson)

Entry into activity space and home base Entry into activity space and home base

Transitions between segments of the lesson Transitions between segments of the lesson

Equipment changes Equipment changes

Class closure Class closure

Class Management Techniques & Tactics Class Management Techniques & Tactics

Teacher - Student Interaction Routines Teacher - Student Interaction Routines (Critical to communicating your expectations to students)(Critical to communicating your expectations to students)

Attention/Quiet Routine (i.e. attn. getter) Attention/Quiet Routine (i.e. attn. getter)

Gather Routine (i.e. equip.) Gather Routine (i.e. equip.)

Dispersal Routine Dispersal Routine

Class Management Techniques & Tactics Class Management Techniques & Tactics

Game / Contest Routines Game / Contest Routines (Aimed at preventing disruptions to flow of the contests)(Aimed at preventing disruptions to flow of the contests)

Boundary Routine Boundary Routine

Retrieval Routine Retrieval Routine

Class Management Techniques & Tactics Class Management Techniques & Tactics

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

Frequently espoused goal in traditional

Physical Education:

Students’ Social Development

Frequently espoused goal in traditional

Physical Education:

Students’ Social Development

PerseverancePerseverance

Build character Build character

LeadershipLeadership

TeamworkTeamwork

Work toward deferred consequences

Work toward deferred consequences

Self-control Self-control

Act responsiblyAct responsibly

CooperationCooperation

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

PerseverancePerseverance

Build character Build character

LeadershipLeadership

TeamworkTeamwork

Work toward deferred consequences

Work toward deferred consequences

Self-control Self-control

Act responsiblyAct responsibly

CooperationCooperation

Generally assumed to appear automatically . . . Generally assumed to appear automatically . . .

Sport Education creates a context where, through active teaching these become possibilities . . .

Sport Education creates a context where, through active teaching these become possibilities . . .

Sport Education’s social and personal development goals are more specific (see also Chapter 1) . . .

Sport Education’s social and personal development goals are more specific (see also Chapter 1) . . .

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

Because sport context offers specific meaning.

Because sport context offers specific meaning.

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

In the sport context can learn the meaning of:In the sport context can learn the meaning of:

Being a leader & supportive teammate.Being a leader & supportive teammate.

Fair play.Fair play.

Treating teammates, opponents, and officials appropriately.Treating teammates, opponents, and officials appropriately.

Playing by the rules. (These are all Good Buzz-Words to use)

Playing by the rules. (These are all Good Buzz-Words to use)

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

In the sport context can learn the meaning of: In the sport context can learn the meaning of:

Being a worthy winner.Being a worthy winner.

Non-playing roles are essential to the quality of the competition.Non-playing roles are essential to the quality of the competition.

A well-played game.A well-played game.

Perseverance & improvement by playing in evenly matched games . . .Perseverance & improvement by playing in evenly matched games . . .

This develops because students get authentic experiences in multiple roles . . . beyond just “playing”

This develops because students get authentic experiences in multiple roles . . . beyond just “playing”

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

FAIR PLAY . . . Its goals:FAIR PLAY . . . Its goals:

Participate fully & responsibly. Participate fully & responsibly.

Give your best effort. Give your best effort.

Respect the rights & feelings of teammates & opponents.

Respect the rights & feelings of teammates & opponents.

Be a good sport. Be a good sport.

Be helpful - not harmful. Be helpful - not harmful.

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

Teaching Fair PlayTeaching Fair Play

Use “Codes of Conduct” Use “Codes of Conduct”

Use “Fair Play” Contracts. Use “Fair Play” Contracts.

Use posters & messages. Use posters & messages.

Conduct “awareness talks.” Conduct “awareness talks.”

Developing Appropriate Behavior: Toward A Culture of PlayDeveloping Appropriate Behavior: Toward A Culture of Play

Teaching Fair Play (cont’d.)Teaching Fair Play (cont’d.)

Develop procedures for handling inappropriate behavior.

Develop procedures for handling inappropriate behavior.

Develop procedures resolving conflicts. Develop procedures resolving conflicts.

Include it in the championship point system.

Include it in the championship point system.

Recognize fair play in multiple ways. Recognize fair play in multiple ways.

Creating and sustaining energy in Sport EducationCreating and sustaining energy in Sport Education

Suggested strategies have strong support in the teaching research lit.Suggested strategies have strong support in the teaching research lit.

Well-paced and smooth lesson have fewer disruptions and accomplish more.

Well-paced and smooth lesson have fewer disruptions and accomplish more.

Fewer slow-downs, or complete stops. Fewer slow-downs, or complete stops.

Use of routines to handle disruptions. Use of routines to handle disruptions.

Frequent public recognition of appropriate behavior.

Frequent public recognition of appropriate behavior.

Supporting and Celebrating Management and Behavior DevelopmentSupporting and Celebrating Management and Behavior Development

Teachers have to support & celebrate student growth in self-management & fair play

Teachers have to support & celebrate student growth in self-management & fair play Consistent & frequent performance feedback. Consistent & frequent performance feedback.

Make duty team and fair play performance part of the season’s point system.

Make duty team and fair play performance part of the season’s point system.

Make it part of end-of-season’s culminating event celebration.

Make it part of end-of-season’s culminating event celebration.

The website contains a resource folder that provides you with a set of materials that can support your teaching efforts around the development of Fair Play. As

noted in the text, we borrow from Hellison’s framework for developing personal & social responsibility of students by defining it in the context of fair play as it

relates to sport.

This folder contains subfolders that include banners, posters, Codes of Conduct, Fair Play materials, and personal and social responsibility materials. The latter

three subfolders include materials that come in the form of pages that can be included in team binders or posters.

The website contains a resource folder that provides you with a set of materials that can support your teaching efforts around the development of Fair Play. As

noted in the text, we borrow from Hellison’s framework for developing personal & social responsibility of students by defining it in the context of fair play as it

relates to sport.

This folder contains subfolders that include banners, posters, Codes of Conduct, Fair Play materials, and personal and social responsibility materials. The latter

three subfolders include materials that come in the form of pages that can be included in team binders or posters.