Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 6 Management and Discipline

Copyright © 2010 Pearson Education, Inc. Effective Management and Discipline  Successful teachers effectively manage student behavior  Three assumptions  Teaching is a profession  Students are in school to learn  Teacher’s challenge is to promote learning

Copyright © 2010 Pearson Education, Inc. Management Skills Video: Teaching Effective Management Skills–B Video: Teaching Effective Management Skills–A  Effective teachers move purposely. Give three examples of purposeful movement.  Identify how students should secure and return equipment during a lesson.

Copyright © 2010 Pearson Education, Inc. Management Skills  How does the”friendship spot” help improve student relationships and assure that all students are respected?  The video showed how to manage students through movement. Why is this an effective teaching procedure?

Copyright © 2010 Pearson Education, Inc. Effective Management and Discipline Purpose  Help students learn  Maintaining an environment in which all children have the opportunity to learn  Organizing and controlling the affairs of the class  Students are moved quickly  Modifying student behavior when it is unacceptable

Copyright © 2010 Pearson Education, Inc. Effective Management and Discipline  Steps to developing a well-managed and disciplined class  Use proper teaching behaviors  Define class procedure, rules and consequences  Incorporate efficient management skills  Teach acceptable student behavior  Use behavior management to increase acceptable behavior  Decrease unacceptable behavior with discipline

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors  How teachers teach determines what students learn  Effective class management and organizational skills create an environment that gives students freedom of choice in harmony with class order  Model the behavior you desire from students  “Your actions speak louder than your words.”

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors  Develop an assertive communication style  Passive communicator  Teachers often turn over power to students  Ignore unacceptable behavior  Ask questions that result in useless communication  Aggressive communicator  Overpower students by coming on strong  Students feel defensive and attacked

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors  Assertive communicator  No begging, pleading or threatening  Straightforward expectations  No-nonsense approach  Clear, direct, concrete  “I” instead of “you”

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors Create a Personal Behavior Plan  Maintain composure  Acknowledge your feelings when misbehavior occurs  Design a plan for yourself when such feelings occur  Know your options for dealing with deviant behavior

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors  Be a leader, not a friend  Communicate high standards  Understand why students misbehave  Deliver negative feedback individually

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors  Avoid feedback that may cause backlash  Preaching or moralizing  Threatening  Ordering and commanding  Interrogating  Refusing to listen  Labeling

Copyright © 2010 Pearson Education, Inc. Use Proper Teaching Behaviors

Copyright © 2010 Pearson Education, Inc. Class Procedures, Rules, and Consequences  Letting students know what you expect  What routines they need to follow  Start of the school year:  Determine routines for students  Determine rules and procedures for the year  Determine consequences  Share the rules with parents, teachers and administrators  Have the class practice rules

Copyright © 2010 Pearson Education, Inc. Class Procedures, Rules, and Consequences  Deliver instruction efficiently  If students are not listening they are not learning  Small doses (20–30 seconds)  Alternate instructions with activity  Minimize the amount of content  Tell students “when” before stating “what”

Copyright © 2010 Pearson Education, Inc. Class Procedures, Rules, and Consequences  Stop and start class consistently  Use a loud audio signal  Use consistently  Use both audio and visual signals  Expect 100% compliance

Copyright © 2010 Pearson Education, Inc. Class Procedures, Rules, and Consequences

Copyright © 2010 Pearson Education, Inc. Incorporate Efficient Management Skills  Move students into groups quickly  Use simple techniques  Use “friendship spots”

Copyright © 2010 Pearson Education, Inc. Incorporate Efficient Management Skills  Know students’ names  Memorize 3–4 names per class period  Write names on a note card  Photograph each class

Copyright © 2010 Pearson Education, Inc. Incorporate Efficient Management Skills Establish pre- and post-teaching routines  Nonparticipation  Entering the teaching area  Starting the lesson  Closing the lesson  Equipment procedures

Copyright © 2010 Pearson Education, Inc. Incorporate Efficient Management Skills  Dealing with student behavior problems  Use equipment effectively  Teach students where to place the equipment  Distribute equipment to students rapidly  Have equipment placed around the perimeter

Copyright © 2010 Pearson Education, Inc. Incorporate Efficient Management Skills

Copyright © 2010 Pearson Education, Inc. Teach Acceptable Student Behavior  Responsibility through physical activity  Levels of Responsibility  Level 0: Irresponsibility  Level 1: Self-control  Level 2: Involvement  Level 3: Self-Responsibility  Level 4: Caring

Copyright © 2010 Pearson Education, Inc. Teach Acceptable Student Behavior Strategies for increasing responsible behavior:  Model acceptable behavior  Use reinforcement  Offer time for responsibility and reflection  Allow student sharing  Encourage goal setting  Offer opportunities for responsibility  Allow student choice

Copyright © 2010 Pearson Education, Inc. Teach Acceptable Student Behavior

Copyright © 2010 Pearson Education, Inc. Teach Acceptable Student Behavior  Teacher-directed conflict resolution  Stop the aggressive behavior  Gather data about what happened  Brainstorm possible solutions  Test the solutions generated  Help implement the plan  Evaluate the approach

Copyright © 2010 Pearson Education, Inc. Teach Acceptable Student Behavior  Peer mediation  Students are trained to help identify problems behind conflicts  Ground rules:  The problem will be solved  The truth will be told  The full story will be heard  All parties will act respectful  Discussions will be confidential

Copyright © 2010 Pearson Education, Inc. Behavior Management Use Behavior Management to Increase Acceptable Behavior  Increase acceptable behavior  Social reinforcers: praise, physical expressions  Activity reinforcers  Token reinforcers  Premack principle

Copyright © 2010 Pearson Education, Inc. Behavior Management  Prompt acceptable behavior  Modeling  Verbal cues  Nonverbal cues  Shape acceptable behavior  Differential reinforcement  Expand the criterion

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior Decrease Unacceptable Behavior with Discipline  Use corrective feedback  Do not address student publicly  Isolate the student and yourself  Deal with one student at a time  State your position  Deliver and move away  Do not threaten  Avoid touching the student  Do not curse or raise your voice

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior  Try reprimands  Remove positive consequences  Use time-out

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior  Consequences for Unacceptable Behavior  First Misbehavior: Student is warned  Second Misbehavior: Student goes to time-out and stays until ready to return and behave acceptably  Third Misbehavior: Goes to time-out for the rest of the period

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior  Implement behavior contracts with older students  Incorporate behavior games for overall class behavior

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior

Copyright © 2010 Pearson Education, Inc. Decrease Unacceptable Behavior  Make Punishment a Last Resort  Punishment should “fit the crime”  Give a warning signal  Do not threaten students  Punishment should follow misbehavior immediately  Punish quietly and calmly  Use Criticism Sparingly