ManagementManagementPHED 2017PHED 2017

Every individual matters. Every individual has a role to play. Every individual makes a difference. 

Jane Goodall

OVERVIEWOVERVIEW

What is Management?

Creating a positive learning environment

Proactive management strategies

Developing responsible student

behaviour

Positive strategies for responding to

misbehaviour

What is Management?What is Management?Teacher behaviours that produce

high levels of student engagement in appropriate activities

Minimal student behaviours that interfere with other students’ work

Effective use of instructional time

Emmer & Evertson, 1981

Where does management Where does management fit into planning and fit into planning and teaching?teaching?

GOOD TEACHING

Analytical Intellectual Rational Reasoning Thinking

Influence Inspire Impress Persuade Touch

Physical Run Jump Throw

MANAGEMENT

Creating a positive learning Creating a positive learning environmentenvironment

A positive learning environment

involves a combination of:

Management skills

Learning experiences that address the

AFFECTIVE domain

Have Things Really Have Things Really Changed?Changed?

FACT:There have always been behaviour problems in

school

This is because of: a) the normal development of children b) high number of same age individuals together (surface behaviours)

Dr. J. Barnett

• Concrete operational (ages 7 - 12)

• Formal operational (age 12 at the earliest)

-Ability to order, classify, and consider several variables at once; still need step-by-step instructions; difficulty thinking about how they got to a conclusion and don’t like to check conclusions; manipulatives

Gr. 2 - 6‘exchange of favours’

ages 6-9

‘good boy – nice girl’ ages 10-15

Your Students

How students make sense of their world (Kohlberg)How children interact with their environment (Piaget)

KohlbergKohlberg

Piaget

- Critical thinking skills; plan lengthy procedures; consider more than one answer; no longer tied to the concrete but can now use symbols and verbal skills; think abstractly; consider past, present and future events

Gr. 6 on, but students can stay in Concrete Operational for a while after Grade 6 or 7 or 8 or …..

‘law & order’ ages 15-18

Dr. J. Barnett

A Review

A behaviour problem exists whenever a student interferes with the act of teaching or with the rights of others to learn, or causes psychological or physical harm, or destroys property

Is it the student who is the problem or is it the behaviour?

What about the effect on the child?

What about the school yard?

What if it happens only once?

• Remember that surface behaviours usually

are not the result of any deep-seated

problem but rather are normal

developmental behaviours of children

Dr. J. Barnett

Is it a behaviour problem?

What happens is not as

important as how you

react to what happens.

Thaddeus Golas

Proactive Management StrategiesProactive Management Strategies

Changing the pace of classroom activities

Remove temptations

Boost a student’s interest when he or she shows signs of off-task behaviours

Redirect off-task behaviours

Non-punitive time-out

Encouraging the appropriate behaviours of other students

Give cues for expected behaviours

• Students more readily accept responsibilities when it is clear that the teacher is fulfilling his or her responsibilities• When the teacher is enthusiastic, is prepared and has bonded with students (shows that he / she cares) the teacher has fewer discipline problems

Fact:

Dr. J. Barnett

Routines vs. RulesRoutines vs. RulesRoutines – recurring behaviours

in gym class which, when done correctly, maximize active time

Rules – general behavioural expectations for a variety of situations with clear consequences for their violation

ACTIVITY...ACTIVITY...With a partner or small group, develop

a set of RULES for your PE classKeep in mind that rules are:

◦Short & to the point◦Age-appropriate◦5-8 max◦State rules positively ◦Be sure they are enforceable

Include consequences for breaking the rules

Write your names on the page

Other Proactive Management Other Proactive Management Strategies:Strategies:Communicate high standardsDiscuss rules & consequencesPractise rules & routines!Consistently reinforce R&RPositive group feedbackDeal with non-participation “When I say go”Reduce transition time

Developing Responsible Developing Responsible Student Behaviour:Student Behaviour:

Model desirable behaviour

Reinforce desired behaviour –

verbal , non-verbal (value feedback)

Reflection or self-evaluation

Offer opportunities for sharing,

goal-setting, responsibility, CHOICE

Positive Strategies for Positive Strategies for Responding to Responding to misbehaviour...misbehaviour...Remember, it’s not the

circumstance, it’s your REACTION

to the circumstance!

◦Composure – 10 count

◦Know your options (PLANNING!)

◦Reflect back – what lead up to it?

Possible ResponsesPossible Responses

Immediate:Non-verbal signalProximityQuick verbal reminderVerbal reprimand (address behaviour not the

student)

◦ Private vs. public

Later:Brief discussion after classRemoval of privileges

Verbal interactions:Verbal interactions:Negative interactions will result

in more problems later◦Threatening◦Ordering◦Interrogating◦Labelling

FOCUS on the positive!

Establish a Series of StepsEstablish a Series of Steps

WarningTime outBehaviour contract /principal

involvementDeal with the STUDENT first, then...Phone call to parentMeeting with parentConsider YOUR system – penal or

reward?

Resolving conflicts between Resolving conflicts between students:students:STOPDEFINE problemBRAINSTORM solutionsCHOOSE a solutionACT on the solutionEVALUATE

Listen to BOTH equally