1. Chapter 6 Lecture Dynamic Physical Education for Elementary School Children Seventeenth Edition Management and Discipline

2. © 2013 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

3. © 2013 Pearson Education, Inc. Video: Management Management Skills Effective teachers move purposefully. Give three examples of purposeful movement. Identify how students should secure and return equipment during a lesson.

4. © 2013 Pearson Education, Inc. Management Skills Video Discussion Questions 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?

5. © 2013 Pearson Education, Inc. Effective Management and Discipline Purpose –Help students learn –Maintain an environment in which all children have the opportunity to learn –Organize and control the affairs of the class –Move students quickly –Modify student behavior when it is unacceptable

6. © 2013 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

7. © 2013 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."

8. © 2013 Pearson Education, Inc. Use Proper Teaching Behaviors Develop an assertive communication style –Teachers as passive communicators Often turn over power to students Ignore unacceptable behavior Ask questions that result in useless communication –Teachers as aggressive communicators Intimidate students by coming on strong Make students feel defensive and attacked

9. © 2013 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"

10. © 2013 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

11. © 2013 Pearson Education, Inc. Use Proper Teaching Behaviors Be a leader, not a friend Communicate high standards Understand why students misbehave Privately deliver negative and corrective feedback

12. © 2013 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

13. © 2013 Pearson Education, Inc. Use Proper Teaching Behaviors

14. © 2013 Pearson Education, Inc. Class Procedures, Rules, and Consequences Let students know what you expect –What routines they need to follow At the 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

15. © 2013 Pearson Education, Inc. Class Procedures, Rules, and Consequences Deliver instruction efficiently –If students are not listening they are not learning –Deliver in small doses (20–30 seconds) –Alternate instructions with activity –Minimize the amount of content –Tell students "when" before stating "what"

16. © 2013 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

17. © 2013 Pearson Education, Inc. Class Procedures, Rules, and Consequences

18. © 2013 Pearson Education, Inc. Incorporate Efficient Management Skills Move students into groups quickly Use simple techniques Use "friendship spots"

19. © 2013 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

20. © 2013 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 –Dealing with behavior problems

21. © 2013 Pearson Education, Inc. Incorporate Efficient Management Skills Use equipment effectively –Teach students where to place the equipment –Distribute equipment to students rapidly Have equipment placed around the perimeter

22. © 2013 Pearson Education, Inc. Distribute Equipment Rapidly

23. © 2013 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

24. © 2013 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

25. © 2013 Pearson Education, Inc.

26. Teach Acceptable Student Behavior Use conflict resolution to reduce bullying Stop the aggressive behavior immediately Gather data about what happened Brainstorm possible solutions Test the solutions generated Help implement the plan Evaluate the approach

27. © 2013 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 respectfully Discussions will be confidential

28. © 2013 Pearson Education, Inc. Behavior Management Use behavior management to increase acceptable behavior –Increase acceptable behavior through Social reinforcers: praise, physical expressions Activity reinforcers Token reinforcers –Premack principle

29. © 2013 Pearson Education, Inc. Behavior Management Prompt acceptable behavior through –Modeling –Verbal cues –Nonverbal cues Shape acceptable behavior through –Differential reinforcement –Expansion of the criterion

30. © 2013 Pearson Education, Inc. Decrease Unacceptable Behavior 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 be sarcastic or raise your voice

31. © 2013 Pearson Education, Inc. Decrease Unacceptable Behavior Try reprimands Remove positive consequences Use time-out

32. © 2013 Pearson Education, Inc. Decrease Unacceptable Behavior

33. © 2013 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: Student goes to time-out for the rest of the period

34. © 2013 Pearson Education, Inc. Decrease Unacceptable Behavior Implement behavior contracts with older students Incorporate behavior games for overall class behavior

35. © 2013 Pearson Education, Inc. Individual Behavior Contract

36. © 2013 Pearson Education, Inc.

37. Decrease Unacceptable Behavior Use criticism sparingly 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

38. © 2013 Pearson Education, Inc. Expulsion: Legal Considerations Serious problems should be discussed between the classroom teacher and principal –A group meeting involving parents and school personnel may be necessary Expulsion can only be imposed after due process –Most school systems have established guidelines and procedures for dealing with disruptive students Sending a child out of class means both teacher and student have failed