Chapter 8: Management and Discipline Plato’s Physical Education: A guide to teaching physical education at all levels and in all environments.

Definition Management Discipline A plan to prevent problems from occurring in a class. Discipline A plan for handling problems that do come up in a class.

Teaching / learning styles Visual See it done Actually perform the skill with equipment Auditory Explain verbally the steps “step one is….” Kinesthetic Student actually completes the skill

Management plans Lesson plans should be written to minimize (or eliminate) any discipline issues Understanding learning styles can help connect to students, thus limiting problems Be proactive, not reactive

Lesson plans and learning styles Central demonstration Teacher performs skill one time full speed Visual learners SAM’s Teacher goes through each step one-by-one, students watch Auditory Slow motion demonstration Teacher repeats steps again, but students perform steps with the teacher Kinesthetic Dry run Students perform skill without equipment, full speed

Equipment One of the easiest ways for students to cause problems is with equipment Do not let the students have equipment until they need it Cant cause problems if you don’t have it. Have a rule for how to hold the equipment Give it a hug Stand with your toes on it

Positioning ALWAYS be able to see everyone Do not let students behind you Often this is a goal of students Learn to walk sideways

Location Where in the classroom are you? Make sure to move around the room See every student every day If you have troublemakers, position yourself nearest to them as much as possible

Watch your words Refer to equipment by its actual name, do not shorten it Call things volleyballs, or basketballs, etc Do not call them balls If you stop the class by yelling “hold your balls” what will the 9th grade boys do?

Discipline Always refer to the rules of the school before making discipline decisions. Sometimes the school already has a procedure in place to follow. Discipline can be handled differently based on different safety concerns Same issue causing a safety concern is a higher priority than one that does not. Golf ball hit towards an open field vs hit at a group of students.

Threats vs injuries A student threatening to hit another student may concern them as much as actually being struck This can be labeled as bullying and can be just as serious as an actual strike.

How to address these issues Differences in students The “good student” The “bad student” Is there a safety concern? School procedures

Create a chart Create two separate charts Crime Punishment Label each one (separately) from 1 to 10. Now rank the crime or the punishments as they go from not severe (1) for severe (10) Then put them together You may need to adjust a little for variences.

Other concerns 1. School procedures 2. Is it a 2nd or 3rd offense. 3. Remember the age of the student 4. Be positive List the positive things the student can do 5. Draw a line between major and minor offenses

Increasing behaviors Shaping Chaining Prompting Modeling Token economy Apply reinforcements to specific behaviors Chaining Baby steps to changing behaviors Prompting Make student aware of problem without making an issue of it Modeling Teacher demonstrates correct behaviors Token economy Reward for good behavior

Decreasing behavior Time out Teacher assistant Removal of a positive Gets them away from the negative Could be their goal Teacher assistant Puts them in the spotlight Could show off Removal of a positive No game at the end Detention Make up for the issue outside of class.