Behavior Management

1. Behavior Management Materials available on thenewPE.com

2. Question • Think-Pair-Share • What are some keys to or strategies for effective behavior management? Write your responses. • Not all behavior management/behavioral support methods are created equal.

4. Why Important • Increased learning/time on task • Better perception of PE & PA (not a joke) • Increased teacher satisfaction and fewer departures from the profession (#1 reason Ts leave) • Increased safety • Increased social skills/responsibility • Be prepared for any school environment Without control, you have nothing

5. When does managing behaviors begin? • When a student misbehaves? • No, long beforehand • This presentation: • Creating a Positive Atmosphere • Designing a Proactive Management Plan • Instructional Interventions

6. 1. Creating a Positive Atmosphere Learning names - Be persistent, knowing a student’s name greatly increases their accountability (WPHS) • Practice during attendance • Label a photograph (get permission) • Past yearbooks • Use names when addressing (greet and dismiss) • Squads/assigned location grid • Brief note/description in attendance roster or adjective with name (Blue-eyed Brianna) • Check names during assessments/assignments • Name games at start of year

7. Positive strategies • Model from teachers you enjoy/enjoyed • Post records (fitness, coop) • Play music • Tell students/class what they are doing right • Teachers who are always negative get tuned out and it makes PE & PA less enjoyable • Strive for at least one positive per negative (1:1)

8. Positive Gymnasium • Non-naked gym – makes physical education and physical activity more educational and inviting. It’s your classroom! • Posters • Pictures of students/ activities • Wall/floor art • Project for the art dept

9. WPHS

12. Teacher Expectations • You set the bar/tone for your gym • What standard of behavior am I expecting during this presentation? • You’re going to listen, raise your hand, not talk with others, and work on problems given. End of story! Anything other than that and you’re going to hear from me!! • Got to be FIRM – beware laughing, joking when inappropriate

13. 2. Prevention - Designing a Proactive Management Plan • Prevention – set yourself up for success • 80% of behavior management issues are related to TEACHER PLANNING (Lavay, Frency, & Henderson, 2006) • Poorly planned lessons = poorly behaved students • Boring activities, waiting in line, not enough equipment, already mastered skills (developmentally inappropriate), groupings, inadequate directions, too many transitions • Make every class engaging and FUN. Incorporate activities with high activity time & use small sided games that reduce the “fishbowl” effect • Consider the following: • Complexity of drills, number of partners, amount of equipment, area of playing surface, setting (gym v. outdoors), teaching styles

14. 2. Prevention - PE Syllabus Provide for middle and high school classes. It’s basically a contract between the instructor and students. Includes : • Rules for the class Day 1 Orientation Sample syllabi • Donegal MS, Athens Area HS, Daniel Boone MS,Tamaqua Area HS,

15. Organization • Set yourself up for success: • If control is challenging, do not have students sit on top of or next to one another; you are asking for trouble. Spread them out. • Consider using a grid with numbers and letters on the wall. • Have Ss sit where they are after an activity instead of all in the center circle

16. 2. Prevention – Planning Transitions • Transitions are a danger area in a lesson • Think about the following: • Moving from one area to another, equipment, grouping, timing, how many transitions • Goal is short, sweet and clear

17. 1. Preinstruction – Planning Transitions • Transition - What would you say? 24Ss, 6th gr.,floor hockey dribbling

18. 2. Prevention – Assessment • In some schools, PE is not part of the grade. Work to change that. • Penn. Standard 10.4.12D (~NASPE 5) – “Assess and use strategies for enhancing adult group interaction in physical activities.” • Level of Involvement Scale (Farmington, Naugatuck) • Elements of Hellison’s Model

19. 2. Prevention – Assessment • Make sure you are assessing students in the standards and all 3 domains (P, C, A) • Students are more likely to behave and learn if they know they are accountable • Rubrics from skill classes • Net & Wall, Fitness Wellness

20. 2. Prevention – Creating Routines • Tasks that are repeated frequently benefit from establishing routines to ensure consistency and reduce confusion • Routines eliminate confusion and increase instructional time. • Do not leave any part of a routine open to interpretation • CONSISTENCY! • What are some examples of routines for a PE? • Practice • Answers

21. 2. Prevention • Stressing character or human virtues • Lots of research in this area • Check out charactercounts.org and character education • Example from SSW

22. 2. Prevention • Hellison’s Model of Personal and Social Responsibility • Sequential so students can compare and move-up the levels over time • Hellison in-action • Examples: 1, 2

23. 2. Prevention • Post Hellison’s model on the wall or just the level 5 behaviors (age appropriate). • Use closure questions related to personal and social responsibility (thumbs up/down, touch answer on wall, 1 question quizzes) • Ask questions: • Did someone help some today? How? • Who said something that encouraged someone? • How would a level five person get equipment? (prompting)

24. 2. Prevention • Game Face - – appropriate tone and demeanor (firm, organized, purposeful). Exude a confidence that you WILL keep the class under control and certain behaviors ARE expected and those contrary will NOT be tolerated • Be dynamic and motivating while teaching (ON STAGE). • “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS • Provide continual feedback, this reminds students the teacher is engaged with and monitoring class • Circulate around the gym - don’t “root” in one place. • Keep things moving & watch for activities “petering” out • Awareness talk – whole class discussion when something happens (ignoring most often makes things worse)

25. 2. Prevention - “Catch Being Good” • Write names of students who did something good on the board (opposite the norm) • Secret Student - Draw a name from a pile of paper scraps containing all the student's names.  Keep this name a secret.  The students know (from you having told them) that this selected person will be watched to determine if they have behaved well and the class is deserving of a reward.  From: www.behavioradvisor.com

26. More on “Catch Being Good” • The Raffle Ticket System - Award cut-up pieces of paper to kids who are on task, answer questions, etc.  Don't be stingy.  There will only be one drawing at the end of the period or day...thus only one prize given away • Name on the Board – Kids who behaved properly that day. From: www.behavioradvisor.com

27. More on “Catch Being Good” • Bell system -  Use a kitchen timer.  Tell the students that you will be evaluating their behavior at the moment the bell sounds and offering a reward later.  Set the timer for any time between one minute and twenty minutes (shorter times for classes that misbehave more often).  Do not let the students see the timer.  • Student of the day gets to be line leader or the person right after line leader (very coveted either way!) From: www.behavioradvisor.com

28. Using Reinforcers • Token Economy • Whole class – accumulating points toward a class reward • Example: “If we’re good, we have time for the fun games planned” • Example: At the end of each class, the teacher writes a class’s score (0-100) on the board. 10 point deductions are made during class for not following the rules. The class with the most points at the end of a month gets a reward. • Example: Create a chart that tracks the number of stickers a class earns for “good” behavior. Once a class earns 10 stickers for example, a reward is administered. • Individual – collecting PE bucks or school bucks (usually with principal’s picture) towards a reward you specify

29. Prevention • Firmness – Is it easier to start loose and become more firm or start firm and loosen up? Why? • T/F: Endeavor to be friends with your students?

30. Prevention Building Rapport • Have fun; show your personality (within reason) • Smile when appropriate and have a good sense of humor • Demonstrate concern for students • Relate to students in and out of classroom (talk before/after class) • Get to know their world (Facebook, break dancing club) • ALWAYS remember though, you are the teacher and not one of their friends If students “like you” they are less likely to misbehave and will fear “letting you down.”

31. 3. Interventions: When Prob-lems Arise

32. YOU ARE NOT BEING MEAN!!!!!! • Don’t feel guilty about discipling students! • You are teaching them self control, discipline, character, appropriate standards of behavior. • These are VALUABLE LESSONS – You are in fact doing them a favor. • Better to learn now as opposed to later.

33. Notice Misbehavior • This sounds self evident but it’s not. • Many STs fail to notice obvious things like chatting, tapping sticks, moving around on the floor. • To miss little things is human, many little or major things is poor management.

34. 3. Types of Authority • Think of it like the three types of parenting: • Authoritarian – dictator, hostile • Permissive – laissez faire (non-assertive, hands off) • Authoritative – firm, calm, confident • May fluctuate but authoritative is generally the best

35. 1st Line of Defense 1st line of defense: non-invasive strategies. Use when you want to stop misbehavior but want to avoid verbally addressing it. Using non-invasive techniques makes class less negative and also increases instructional time by not having to devote time to the misbehavior. • Proximity • Eye contact • Hand gestures • Vocal variety • Name in a sentence

36. - Series of Consequences • Develop a series of consequences that works for you. Here is an example. • West Philadelphia HS • Verbal or non-verbal warning or reminder • Adjust level of involvement score • Phone call home (sometimes earlier, depends on home) • Community service • Lunch – students given 10 minutes to get lunch, report to gym, eat (usually with me), then perform some service (dust mop gym, pick up trash, set-up for next class). This was a great time to get to know the student and just talk • After school – similar to above • Assignment (from fitness/health textbook) • Referral to administration (dreaded pink sheet) • Parent conference – 3 way with me, student, and parent(s)/guardians(s) • Students are in lunch detention until this is completed

37. Strategies for Misbehavior • Planned Ignoring – use when behavior (what is reinforcing) is benign, short, and doesn’t affect the group (nudges their friend). • BE CAREFUL – DO NOT ignore too much or it will get worse • This is a frequent error with beginning teachers • Wait time – can’t get to the next activity or the culminating activity until proper behavior is displayed. Don’t overuse! • “I’m waiting for everyone to listen.”

38. Strategies for Misbehavior Verbal interventions • Don’t nag or plead (shows weakness) – follow through • 1 warning or zero warnings is enough! • If you warn 5X’s, students learn they can misbehave 4 times before a consequence. • 3 strike rules – not a fan

39. Strategies for Misbehavior Time Out – removing a student from an activity • Avoid calling it time-out in middle school or high school, can be insulting. Instead say: • “Sit out for a moment please.” • Do not allow students to avoid selected activities • DO NOT make time out reinforcing • i.e. Talk, explore, engage passers by, get involved • Only under severe conditions should a student be sent to the office/principal • Administrators want to know you can handle your classroom • Using Time Out as a Learning Experience • Verbally debrief situation (why, how improve, etc) when a student returns from time-out if you have time • Time Out Worksheets (good cross-curriculars as well): 1, 2

40. Talking Bench Students attempt to resolve their own dispute. Student answer a series of age-appropriate Q’s What caused your disagreement? Explain how you felt. What solution did you agree on? Two options: Have the questions on the wall. Students answer the questions verbally and the teacher questions students to determine if the conflict was appropriate resolved. If yes, the students return to activity, if not, the students return to the talking bench. Each student write their responses on a form which is given to the teacher Example

41. Strategies for Misbehavior • Exclusionary – similar to time-out but student remains a part of the lesson with some restrictions • Examples: • Move back from the circle where everyone is sitting • Student is not allowed to speak or answer questions • Student is not allowed to work with certain other students during the remainder of class or for a period of weeks/months • Restricted Play (elementary) – students are still participating in activity but with restrictions • Example: in a bowling group but can’t bowl, in a tag game but can’t tag, playing soccer but can’t shoot

42. Strategies for Misbehavior Verbal Reprimands • Concise • Listen please (not “stop talking”) • Hands to yourself (not “stop it”) • "What should you be doing right now?" • Look and sound like you mean it! Have a good “game face!” • Expanded – Telling students what behavior is unacceptable and why • Eli, please hold onto the ball. I find it distracting as do other students. • Book: “Joy, interrupting is impolite. It makes it difficult for others to follow my instructions. Please wait until I have finished to ask a question.” • DO NOT ridicule, insult, demean • If a student loses face, you’ve lost them (peer reputation is powerful) • Students will turn against you • NEVER yell at students or use disrespectful language (that is a loss of control on your part)

43. Strategies for Misbehavior • Talking with Students • 1 on 1 • I messages, active listening (echo), decide upon a solution together and get student to verbally agree to it, avoid the never ending lecture • Avoid “power struggles” in front of the class because the student is on stage and most likely, they won’t back down • Better to talk individually with students while the rest of the class is active

44. Strategies for Misbehavior • Contracts – behaviorally focused agreement between you and a student • Daily report – often used in combination with a contract • Premack Principle – reward students with activities they choose independently. • Letter of Apology - Have the off-task student write a letter of apology to the injured party which is signed by the parents. • Personal examination – Reflect on one’s actions and how it affects others. Turn in to the teacher.

45. Difference in Health • Seating assignment • When in doubt, don’t allow to pick spot (alphabetical, allow to sit anywhere FIRST DAY only) • Changing activities every 15 minutes

46. Practice • ST Scenarios - Work in groups and decide how your groups would respond to the situation.

47. Conclusion • If an approach isn’t working, try something else. • Seems obvious but isn’t • The power of REFLECTION

48. Conclusion Build a Comprehensive Strategy – Find what works for you! • Creating a Positive Atmosphere • Designing a Proactive Management Plan • Instructional Interventions

49. Conclusion Develop your Find the

50. Materials • http://thenewPE.com