1. KNR 364

2. Practitioner Articles Arbogast & Chandler (2005) Henninger & Coleman (2008) Bechtel, Stevens & Brett (2012)

3. Practitioner Perspectives Find ALL of the proactive and reactive strategies in your article. Make a list. How many have you used? Do you think these will work? Why or why not? Can you identify additional behavior management strategies you have learned in the PETE program?

4. Arbogast & Chandler, 2005 Referenced previous work by Kounin and Giardina & DeJong Coding to maximize use of 5 main techniques. Move at least once/minute Teacher movement and scanning Students must know you sincerely care

5. Arbogast & Chandler, 2005 Management Practices: Move Often Back to the Wall Visually Scan the group Get the Big Picture Interact with Sincerity

6. Henninger & Coleman, 2008 De-escalation: How to take back control in your urban physical education classes Teachers feel unprepared to deal with the frequency and quantity of minor disruptive episodes that occur in physical education classes (Henninger, 2006) Order is the establishment of a classroom environment that supports desired learning processes and tasks (Doyle, 1986)

7. Henninger & Coleman, 2008 De-escalation is a set of teacher behaviors that, when working in combination, help teachers limit the impact of students’ misbehavior on the maintenance of order (Henninger, 2006) De-escalation consists of two skill sets, proactive and reactive techniques designed to minimize or detract from the energy that disruptive situations add to the classroom

8. Henninger & Coleman, 2008 Proactive techniques refer to skills used to gain and maintain mutual respect between teachers and students. Reactive techniques refer to skills used to deal with minor behavior disruptions once they’ve occurred in an effort to minimize the disruption and prevent it from escalating Each time a teacher addresses a disruptive situation, the goal should be to stop the disruption without interfering with learning

9. Bechtel, Stevens, & Brett (2012) Developing a Behavior Management Plan Communicating the plan to students Align the plan with the school’s behavior management plan. Focus of the plan: developing pro-social behaviors

10. Bechtel, Stevens, & Brett (2012) Techniques: Consistency of implementationClassroom movement Be concise and clearEnforce consequences Daily goals with realistic expectationsFollow through Check in proceduresOwnership of the issue Balance in feedbackCollegial support - Administration “Withitness”Collegial support – Co-teachers Proximity controlCollegial support – Other teachers

11. Research Perspectives Cothran & Kulinna (2007), Students’ Reports of Misbehavior in Physical Education O’Sullivan & Dyson ( 1994), Rules, Routines and Expectations of 11 High School Physical Education Teachers

12. Discussion Questions Cothran & Kulina: 1. Why study the student perspective? 2. What did they ask in the survey? 3. What did they find out? o Most and Least common misbehaviors? o Rating their own behavior? o Gender differences?

13. Discussion Questions O’Sullivan & Dyson: “Management is necessary but not sufficient for effective instruction.” 1. What does this quote mean relative to this article? 2. Provide examples of rules, routines and expectations from the teachers in this study. 3. What do you think about the emphasis on dress and compliance? “You dress, you play, you pass” 4. What kinds of disciplinary problems did they face?

14. Cothran & Kulinna, 2007 Results Most CommonAve.Least CommonAve Talking B 4.48Bringing weapons to class C 1.24 Giggling A 4.12Smoking C 1.31 Forming cliques A 3.66Drug Use C 1.45 Swearing/Cursing B 3.41Not Participate (Pregnancy) A 1.47 Arguing B 3.21Gang Symbols Displayed C 1.61 A Mild; B Moderate; C Severe Females perceived more overall misbehaviors High school students perceived more overall mgmt problems High school students perceived more types of misbehavior Students who stated they were well behaved reported fewer all types of misbehavior Urban students: boys and girls do equal amounts of misbehavior; Suburban and rural students: boys cause more misbehavior

15. Cothran & Kulinna, 2007 Discussion and “take-aways” Teachers need skill and knowledge specific to mgmt. Engaging, meaningful and developmentally appropriate lessons = fewer misbehaviors Teachers should take time to develop personal relationships with students.

16. O’Sullivan & Dyson, 1994 Results Dressing Out Expectations Disciplinary Actions Dealing with Misbehavior

17. O’Sullivan & Dyson, 1994 Discussion Discipline and Running a Class: While few discipline incidents occurred, they disrupted class, Prevention of problems was a key technique, Perceptions of following school policies was mixed

18. Behavior Management Plan Must be explicit Must be used consistently Must be fair Must be progressive in nature (for example: verbal warning, detention, Saturday school, parent teacher conference) Must not include use of exercise as punishment How you handle misbehavior with one student will dictate how other students respond

19. Motivation Concerns Elementary Level Issues Cooperation Issues Listening, Following Directions Over-active, Hyper-active Secondary Issues Locker Room issues Pain and discomfort Boredom Embarrassment Exercise in Futility