1. Behavior Management and Discipline
KNR 242
Extremely difficult area to prepare you for. Why? Context counts – every situation is different. What are some things that could affect how you handle misbehavior and misbehaving students? School rules and culture, your personality, student’s personality, your relationship with the student, degree of misbehavior, prior history with the student, etc.
Pre-Survey – discuss with a partner:
1. How would you define behavior management?
2. What is the difference between behavior management and discipline?
3. How would you rate your behavior management techniques? How confident are you in your ability to maintain order in a class?
4. What types of misbehavior have you encountered?
5. How did you handle the misbehavior?
6. Was it successful? How did you know?
7. What kind(s) of behavior management techniques do you remember your PE teachers using? Was it effective?
8. What type of misbehavior are you most worried about?
9. How confident are you in your ability to control your emotions/temper?
10. Name/describe two types of behavior management that you think are not appropriate to use in a physical activity setting.

2. Management vs. Discipline
Management techniques – Class organization Discipline techniques – Maintaining an orderly classroom
Management is class organization – it minimizes discipline by helping students learn in a self-directed way.
Discipline is dealing with unacceptable behavior and behavior that disrupts a class.

3. Class Organization Use of Stop/Start Signals Transitions
Grouping Techniques
Use of Squads
Names
Always are striving for a well-managed class which creates an environment conducive to learning.
These are effective class organization strategies that must be practiced and learned.
Signals: Use them, Teach them, Reinforce them. Don’t settle for most of them listening. Must be consistent in your use of them.
Transitions: write them out! Do tasks for time, not a set number of reps. Using “when” before “what” is the textbook version of using signals. Tell them “when” to perform (when I say go) before telling them “what” to do.
Grouping: learn techniques for grouping. Extra students go to the middle “lost and found” to get a partner/group member. Vary techniques so they work with many.
Squads: very handy to expedite mgmt. of students. Vary how they are grouped into squads, change leaders regularly. Use polyspots to arrange them for tasks.
Names: Must learn for mgmt. Set goals – learn 3-4/class, learn a squad a day, say a name when answering questions or calling on them, take a squad picture and learn them, etc.

4. Class Procedures Establish Class Procedures for: Dressing
Non-participation
Roll Call
Closure
Equipment distribution and
collection
Don’t underestimate how much students appreciate routines. Gives them a sense of security to know what to expect each day.
Dressing: want to motivate S’s to dress quickly. Give quick dressers something desirable to do (instant activity, quick game), or perhaps an award.
Non-Participation: Establish a consistent policy on this. Notes from physicians, school nurse? Protect yourself by requiring a note as to when they can return to activity.
Roll Call: Squads allow for a quick roll call. Whatever procedure is used, it must be quick – perhaps during first task? Student leaders can enter electronic data?
Closure: Make it a part of your routine. Important to hit all the parts -- which are?
Review, Question, Evaluate and Preview
Equipment: have a plan to distribute and collect. Establish a freeze position where equipment is held or placed on floor (and take 2 steps away from it).
Place it on the perimeter in multiple distribution spots.

5. Conflict Resolution Bullying affects an estimated 30% of all students
Steps to Conflict Resolution:
Stop aggressive behavior
Gather information about the incident
Brainstorm solutions with the student
Plan to put solutions in place
Monitor carefully
Bullying has been getting a lot of attention (refer to movie “Bully”)
It’s estimated that 30% of all students are either a bully, a target of a bully or both.
To address it:
1. Stop the aggressive behavior immediately – get the students to a place where they can calm down.
2. Gather information – try to do in a non-accusatory manner.
3. Brainstorm solutions – engage the students in a non-judgmental way “how can we solve this problem?”
Put solutions in place – remind students of their plan for resolution
Monitor – observe to see that the plan is working
Don’t wish it away – when the situation is uncomfortable, sometimes we tend to try and ignore it and hope it goes away. It won’t and it will get worse with time so deal with it now.

6. Be Proactive! Create a Behavior Plan Establish Rules and Procedures
Communicate your Rules and Consequences
Implement your Plan
“withitness” and “overlappingness”
Expectancy Theory
Plan high levels of activity
Discipline individually
Techniques that help get you out in front of potential problems.
Behavior Plan – Rather than being passive or aggressive, try to be assertive – straightforward and focused. Say what needs to be said without worrying about how others will take it.
Rules and Procedures – Generally go for 3-5 rules, make them broad rather than overly specific (you didn’t say I couldn’t do it), try to state them positively.
Communicate them – Post them, give students a say in developing them.
Implement – develop ability to co-process by developing these skills:
Withitness – being aware of what is going on in class regardless of what you’re doing and having the students realize that you know what is going on.
Overlappingness - ability to multi-task, attend to more than 1 event at once.
Expectancy – Communicate high standards. You’ll get what you demand.
High Activity Levels – when all are active, they have less chance to be disruptive.
Discipline individually – try to avoid group neg. FB, keep neg. beh. FB private. Avoid disciplining the whole class for the actions of a few.

7. Maintain Good Behavior
Positive Reinforcement
Premack Principal
Prompts (reminders) of Desired Behavior
Shape Desired Behavior
The majority of students will be cooperative and participate. You want to build on those students rather than obsess over the misbehaving few. Ways to do this:
Positive Reinforcement – Increase desired behavior by focusing on the students who are on task and following directions.
Premack Principal – something they enjoy is used to increase the occurrence of an activity they may be less likely to enjoy. For example, eat your vegetables and then you can have dessert. They want dessert so it makes them eat their vegetable.
Prompts – Model what you want them to do. If you want them to hustle, you hustle. If you want them to handle equipment a certain way, show them that.
Shape Desired Behavior – you can train them by reinforcing the desired behavior. So if they are chatty, reinforce the kids who are listening. Keep increasing how well they must do to get that reinforcement, and pretty soon they’re operating at a high level.

8. Decrease Unacceptable Behavior
Techniques to use for unacceptable behavior:
Ignore
Time Out
Remove from the Activity
Call home
Send to Principal
Suspension
Know your options and techniques to handle unacceptable behavior that has occurred despite your best proactive techniques.
Ignore – can do this for minor infractions. Look at the student, quiet reminder to “get back on task”, remind them personally.
Time out – Also for less serious offenses.
Remove from Activity – when the previous methods aren’t working. Use when the misbehavior has escalated. Place them out of sight of the rest of the class so they cannot clown around while removed.
Call Home – Use when other steps haven’t worked. Practice this during student teaching! Occasionally this backfires when the parent takes the child’s side. Can prevent by establishing contact with parents early and often so they rely on you.
Principal – Be sure to be on the same page with your administration. You are saying you cannot handle the situation when you do this so save it for major events.
Suspend – Know what the rules are in your particular school. In-school may be more successful than out-of-school. When in-school, you are taking away their freedom.

9. Behavior Corrections Corrective Feedback/Reprimands
Remove Positive Consequence
Behavior Contracts
Additional ways to decrease unacceptable behavior:
Corrective FB – Use reprimands to identify specific misbehaviors. Avoid doing this publically (public humiliation will ratchet up misbehavior).
Try to do this 1 v 1 with the student, be sure to specifically address behavior not the person and then WALK AWAY – do not engage.
Don’t threaten, don’t touch them, walk away.
Removal of positive consequence – find something they like and take that away. For example: free time, points, participation, etc.
Behavior Contracts – Useful to have for students who lack in self control. Gives everyone the same information to try and correct misbehaver.

10. Severe Misbehavior Conference with the student Call parents
Conference with Student, Teacher, Parents, Principal
Establish consequences
If various strategies and corrective behavior have been applied without success, this may be the way to go. Do not go here first (unless the behavior is dangerous to the student or others – then you must act immediately). Exhaust your other techniques.
Conference – sit down with the student, outside of class and discuss the behavior.
Call parents – Usually this is helpful, but as noted, there are times when the parent takes the student’s side and doesn’t believe you. Can ask the parent to sit in on the conference.
Conference with all concerned – discuss the problem and develop a plan to change behavior. If a plan is developed, everyone gets a copy.
Establish consequences – these are going to be serious:
-- Loss of privileges (student clubs, athletics, social space at school)
-- In-School suspension
-- Suspension – can vary in length, there will be a school district policy on this
-- Expulsion – This is the final straw. Likely a school policy exists for this as well.
Punishment – when you resort to punishment you are using fear as the motivator. Students are behaving because they are afraid of the punishment. Also there is a danger that when the punishment stops, the misbehavior returns.