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Students Characteristics and Behavior Management: What will you do? . KNR 364. Who are today’s students?. Prior experiences Values Development (physical, psychological, emotional) Parental support/interference Access to technology Health Issues Motivation to participate. The Bully.

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Students Characteristics and Behavior Management: What will you do?

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Students Characteristics and Behavior Management: What will you do?

KNR 364

Who are today’s students?

  • Prior experiences

  • Values

  • Development (physical, psychological, emotional)

  • Parental support/interference

  • Access to technology

  • Health Issues

  • Motivation to participate

The Bully

  • A student who attempts to control, dominate, and maintain power over another


  • Elementary Level

  • Middle School Level

  • High School Level

Class Clown

  • Often funny but does not know when to quit and disrupts others

  • Diverts teachers’ attention (could lead to safety issue)

No effort

  • How do we define effort?

  • How do we measure effort?

  • How might effort relate to grading?

The Hider

  • Students who do not want to be noticed

  • So what?

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?

What will you do?

  • Use of foul language

  • Lying and tattling

  • Cutting or leaving class

  • Fighting

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)

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

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.

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

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)

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

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

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.

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

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