Students Characteristics and Behavior Management: What will you do?

1. Students Characteristics and Behavior Management: What will you do? KNR 364

2. Who are today’s students? • Prior experiences • Values • Development (physical, psychological, emotional) • Parental support/interference • Access to technology • Health Issues • Motivation to participate

3. The Bully • A student who attempts to control, dominate, and maintain power over another

4. Nondressers • Elementary Level • Middle School Level • High School Level

5. Class Clown • Often funny but does not know when to quit and disrupts others • Diverts teachers’ attention (could lead to safety issue)

6. No effort • How do we define effort? • How do we measure effort? • How might effort relate to grading?

7. The Hider • Students who do not want to be noticed • So what?

8. The Fashion Plate • Cannot get sweaty and find physical education outfits not up to their standards so therefore refuse to participate • What can you do?

9. What will you do? • Use of foul language • Lying and tattling • Cutting or leaving class • Fighting

10. Supaporn, Dodds, & Griffin, 2003 • An ecological analysis of middle school misbehavior through student and teacher perspectives • All classrooms are made up of task systems (instructional task systems, managerial task system, and student social task system) • Effective teachers are able to manipulate these task systems to support their primary goal (student learning)

11. Supaporn, Dodds, & Griffin, 2003 • Misbehavior disrupts the learning environment and decreases student learning opportunities • Teachers and students have varying perspectives on misbehavior • Case study (one teacher and 14 students) • Participants described misbehavior as doing what you weren’t supposed to do or not doing what you were supposed to do

12. Supaporn, Dodds, & Griffin, 2003 • Students and Teacher talked about RRE related misbehavior • Verbal: swearing, criticizing peers, talking, yelling, arguing with teacher • Physical: wandering around, fooling around, walking on bleachers, inappropriate use of equipment, hanging on basketball rim, leaving the gym, hitting, pushing, kicking, fighting • Video analysis revealed far more misbehaviors than the teacher and students noticed during the lesson.

13. Supaporn, Dodds, & Griffin, 2003 • Primary goal of Mr. B was social in nature: he goes along with the students to get along • Mr. B lacked specific RRE which contributed to student misbehavior • Student judgment of misbehavior differed from Mr. B • Mr. B had low expectations or vague expectations for student behavior and often ignored misbehavior • Ignoring misbehavior was interpreted by students to mean that misbehavior did not occur • Much misbehavior occurred behind Mr. B’s back

14. 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 28 occur in physical education classes (Henninger, 2006) • Order is the establishment of a classroom environment that supports desired learning processes and tasks (Doyle, 1986)

15. 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

16. 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

17. Henninger & Coleman, 2008 • The de-escalation process acts much the same way as the lid does when putting out a grease fire- it minimizes the energy that fuels disruptions, which allows teachers to get back to teaching and promoting learning.

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