Behavior Management Matthew Cummiskey WCU

1. Behavior ManagementMatthew CummiskeyWCU

2. Q&A • What are some misdeeds you have encountered, perhaps even committed as a P-12 student.

3. Why Important • Increased learning • Increased time on task • Better perception of PE & PA • Increased teacher satisfaction and fewer departures from the profession • Increased safety • Increased social skills/responsibility Without control, you have nothing

4. 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

5. Positive strategies • Model positive teacher traits • Think of the teachers you enjoy/enjoyed • Avoid using captains to pick teams in front of the others • 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 (1:1)

6. Positive Gymnasium • Non-naked gym – makes physical education and physical activity more educational and inviting. • Posters • Pictures of students/ activities • Wall/floor art • Project for the art dept

7. WPHS

12. Teacher Expectations • You set the bar/tone for your gym • Be mindful of belittling, exclusion, and other negative student – student interactions . Intervene and set positive standards.

13. Designing a Proactive Management Plan • Preinstruction – 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 • OK to carry your lesson so you don’t forget things

14. 1. Preinstruction - PE Syllabus Provide for middle and high school classes. It’s basically a contract between the instructor and students. Includes : • Rules for the class • Routines • Expectations (clothing, grading procedures, unprepared for class) • Great time to discuss: • Purpose of PE • Standards – what students should know and be able to do 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.

16. Organization • Possible organization patterns • TBA

17. 1. Preinstruction – Planning Transitions • Transitions are a danger area in a lesson that often are not fully thought through • What would you say? 24Ss, 6th gr.,floor hockey dribbling

18. 1. Preinstruction – Assessment • How can planning for and utilizing assessment improve student behavior? • 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 • Students may also complete scale

19. 1. Preinstruction – Assessment

20. 1. Preinstruction – Assessment • Make sure you are assessing students in the standards and all 3 domains (P, C, A) • Quick and easy assessment used in KIN 303

21. 1. Preinstruction – 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 • What are some examples of routines for a PE? • Practice • Answers

22. 1. Preinstruction - Series of Consequences • West Phila HS • Verbal or non-verbal warning or reminder • Adjust level of involvement score • Assignment (from fitness/health textbook) • 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 • Phone call home (sometimes earlier, depends on home) • 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

23. Instructional Interventions Self quiz - 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

24. Prevention 1st line of defense: non-invasive strategies. Use you want to stop misbehavior but want to avoid verbally addressing it. This 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

25. 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 • Video clip • Provide continual feedback, this reminds students the teacher is engaged with and monitoring class • Circulate around the gym - don’t “root” in one place • Start promptly & keep things moving • Awareness talk – whole class reminder of expectations and appropriate conduct • Especially helpful in initiation

26. Prevention • Plan to use music to motivate • Edit to remove “dead spots” where there is no music. • Back to the wall - • Keep ALL students in your line of sight • Be dynamic and motivating while teaching. • “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS • Be age appropriate with praise • Don’t allow certain students to work together during class

27. 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? • Want to be “liked” and not perceived as “mean”

28. Prevention Building Rapport • Rapportis extremely important-Mr. Pulisciano, Cheshire HS • Get to know your students as soon as possible • Smile when appropriate and have a good sense of humor • Demonstrate concern for students • Have fun; show your personality (within reason) • Relate to students in and out of classroom (talk before/after class) • Get to know their world • 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.”

29. 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.”

30. 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. • Concise • “Listen please” (not “stop talking”) • Expanded: “Eli, please hold onto the ball. I find it distracting as do other students.” – I statement • DO NOT ridicule, insult, demean • If a student loses face, you’ve lost them (peer reputation is powerful)

31. Strategies for Misbehavior • Move through your hierarchy of consequences • May not be effective for some students

32. 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 down 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 • Administrators want to know you can handle your classroom • Time Out Worksheet

33. Strategies for Misbehavior • Restricted Play (elementary) – students are still participating in activity but with restrictions • Example: no equipment (don’t have a soccer ball like others), aren’t allowed to run • Out of the loop – If you use a circle for talking to students, if one misbehaves, have him or her step or scoot back.

34. 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 lecturing • 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

35. 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.

36. ST Scenario Group Work

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

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

39. Conclusion Develop your Find the