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Chapter 10. Maintaining Appropriate Behavior. Chapter 10 Key Points. Children Moving follows a positive approach, employing techniques that: Create appropriate behavior Reduce inappropriate behavior

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Chapter 10 l.jpg

Chapter 10

Maintaining Appropriate Behavior


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Chapter 10 Key Points

  • Children Moving follows a positive approach, employing techniques that:

    • Create appropriate behavior

    • Reduce inappropriate behavior

  • Siedentop (1991) defines appropriate behavior as positive behavior that is consistent with the educational goals of a specific education setting


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    Chapter 10 Key Points

    • Despite effective managerial and instructional task systems, some children have difficulty adhering to behavioral boundaries established

    • When inappropriate behavior occurs, teachers should examine:

      • His/her own behavior

      • Appropriateness of lesson

      • His/her own performance as teacher

    • Children like teachers who are fair, consistent, accurate and unemotionally involved


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    Chapter 10 Key Points

    • Six techniques for increasing appropriate behaviors:

      • Proactive Strategies (3) increase the likelihood that appropriate behavior will continue

      • Reactive Strategies(3) are used after the inappropriate behavior has occurred


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    Six Techniques to Increase Appropriate Behavior

    • Proactive Techniques

      • Positive interaction: verbal and nonverbal interaction

      • Eliminating differential treatment: not singling out children with a reprimand each time they display inappropriate behavior

      • Prompting: reminding students what is expected of them

    • Reactive Techniques

      • Ignoring inappropriate behavior: when it is of short duration, a minor deviation, reacting to it would cause interruption

      • Nonverbal teacher interactions: simple nonverbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal

      • Person‑to‑person dialogue: talking with student outside of physical education class


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    Chapter 10 Key Points

    • Techniques for decreasing inappropriate behaviors

      • Employed when strategies for increasing appropriate behavior do not work

      • Should always be accompanied by techniques to increase appropriate behavior


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    Techniques to Decrease Inappropriate Behavior

    • Desists: a verbal statement that tells a child to stop doing something

    • Time‑outs: withdrawals from class for a specified amount of time

    • Planning time: resolving conflicts with another person

    • Behavior contracts: formal agreement between teacher and student

    • Letters to parents: listing specific violations

    • Involving the principal: as a last resort


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    Techniques for Maintaining Appropriate Behavior in Entire Classes

    • Incorporating a system for developing student responsibility—Hellison’s Social Responsibility Model

    • Class rewards—class as a whole can earn rewards for abiding by class rules

    • Token systems—rewards desirable behavior by giving tokens that can be exchanged for various rewards

    • Behavior games—teaching appropriate behavior via a game


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    Chapter 10 Key Points Classes

    • The Social Responsibility Model in Physical Education (Hellison)

      • Focuses on empowering students to

        • take responsibility for their own bodies and lives

        • be sensitive to right, feelings and needs of others

      • Is a philosophical approach to teaching, focusing on creating personal and social responsibility through physical activity


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    Other Teaching Skills that Promote a Positive Learning Environment

    • Move throughout the class in an unpredictable pattern

    • Scan the class frequently

    • Be seen and heard by all children

    • Provide clear, concise directions

    • Check for understanding

    • Maintain with-it-ness

    • Practice overlapping

    • Avoid dangles

    • Avoid flipflopping

    • Use targeting


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