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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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who are today s students
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
The Bully
  • A student who attempts to control, dominate, and maintain power over another
  • Elementary Level
  • Middle School Level
  • High School Level
class clown
Class Clown
  • Often funny but does not know when to quit and disrupts others
  • Diverts teachers’ attention (could lead to safety issue)
no effort
No effort
  • How do we define effort?
  • How do we measure effort?
  • How might effort relate to grading?
the hider
The Hider
  • Students who do not want to be noticed
  • So what?
the fashion plate
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
What will you do?
  • Use of foul language
  • Lying and tattling
  • Cutting or leaving class
  • Fighting
supaporn dodds griffin 2003
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 20031
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 20032
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 20033
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
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 20081
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 20082
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 20083
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
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