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Designing a Proactive Management Plan

Designing a Proactive Management Plan. Chapter 3. Keep in Mind. Children need structure!!! Nowhere is this more evident than an elementary classroom. If you deviate from the normal rules/routines, you’ll hear about it quick!

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Designing a Proactive Management Plan

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  1. Designing a Proactive Management Plan Chapter 3

  2. Keep in Mind • Children need structure!!! • Nowhere is this more evident than an elementary classroom. If you deviate from the normal rules/routines, you’ll hear about it quick! • Teachers must CREATE this structure, if not, everyone begins playing by different rules • Imagine a basketball game where each player has his/her own set of rules

  3. Proactive Management Plan • Preinstructional phase • Develop lesson plan, procedures, & mentally rehearse plan • Instructional phase • Continually monitor and adjust instruction to maximize learning, motivation, and on-task behavior • Evaluation phase • Reflect on first two phases and determine overall effectiveness

  4. Preinstruction is AS IMPORTANT and perhaps more important than instruction in terms of behavior management. • Many teachers set themselves up for ineffective instruction and perhaps disaster even before they step into the gymnasium by not preparing properly.

  5. 1. Preinstruction • 80% of behavior management issues are related to TEACHER PLANNING. • No rules/routines • Boring activities • Waiting in line • Not enough equipment • Already mastered skills (developmentally inappropriate) • Groupings • Poor transitions • Inadequate directions

  6. Preinstructional Considerations • #1 thing you can do to proactively prevent management issues is to create engaging, interesting, developmentally appropriate lessons; dare I say fun!!!

  7. Preinstructional Considerations • I am organized and prepared for each lesson. • My lessons are well paced (keep moving).  • I plan to use multiple teaching styles, curriculum models, tech applications, group work, etc. • Activities are challenging and enjoyable.

  8. 1. Preinstruction - Rules • Creating Rules • Keep rules simple and to the point • No more than 5 rules • Consider the domains of learning (C, P, A) • Should be positive and age-appropriate • Should be more general than specific • Only develop rules you can enforce • Display in the gym • Involve students in rule formation and consequences • Practice the rules via role play scenarios • Define words with examples or scenarios (respect etc)

  9. 1. Preinstruction - Rules • Practice rule formation… • Example Rules for PECentral and other sources

  10. Remember, state rules positively

  11. 1. Preinstruction - Rules • Think of them like a skill, some students will need practice. Provide praise and feedback for their efforts. • Be consistent or students. Otherwise it will become a game to see what they can get away with.

  12. 1. Preinstruction - Rules • Exceptions depending on the circumstances

  13. 1. Preinstruction - Routines • Any task that is repeated frequently needs to have a routine. • Routines eliminate confusion and increase instructional time. • Do not leave any part of a routine open to interpretation

  14. 1. Preinstructional - Routines • Equipment & distribution • Do you have enough? • Can be problematic if not managed properly. The key is to minimize the potential for misbehavior, injury, and transition time. • How can you go about this? • Locker room procedures • Student medical needs • Read files (talk to nurse/parents) • Attendance-How? • During warm-ups • Reporting to teacher from squad leader • Checking in before and/or after locker room

  15. 1. Preinstructional - Routines • Entering and exiting • Establish routines, posting information • Excuses from class & non-dressing • Strategies • Assignments? • Practice creating routines

  16. Assertive Discipline • CLASSIC TECHNIQUE created in the 70’s (Dr. McIntyre) • Decide which rules you wish to implement in your classroom. • Determine negative consequences for noncompliance (EVERY TIME a student misbehaves). • Choose three to six negative consequences (a "discipline hierarchy"), each of which is more punitive or restrictive than the previous one. These will be administered if the student continues to misbehave. Do NOT continue punishing if talking with the youngster will help to defuse the situation. • Determine positive consequences for appropriate behavior. • verbal praise, raffle tickets, daily prize drawing, group rewards are also used. • Conduct a meeting to inform the students of the program • Have the students write the rules and take them home (optional • Implement the program immediately.

  17. Series of Consequences • Let’s make a list:

  18. Series of Consequences • West Phila HS • Verbal or non-verbal reminder of appropriate behavior (warning) • Nonverbal examples – hold up hand like stop sign, some teachers hold up a finger, 1 first time, 2 second time • Grade adjustment (level of involvement rubric) - be objective and create a system which students can read/understand • 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 mano y mano. • 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)

  19. 2. Instruction • Orientation • Example 1,2,3 • Withitness – 6th sense (eyes in back of head) • Hustles and prompts • Develop a series of consequences • See next slide

  20. 2. Instruction • Provide continual feedback, this reminds students the teacher is engaged with and watching the class • See example • Types of interactions: specific, corrective, general • Circulate around the gym - knowing the teacher might walk by improves management and motivation • Start promptly, keep things moving, and allow a few minutes before class ends for a quick review and/or clean up • Relate the lesson material to the students' lives so that they see the relevance of learning it • Use music to motivate

  21. 2. Instruction • Be dynamic and entertaining when teaching. If students are going to be excited about learning, the teacher has to be excited about teaching. • This is true even for “laid back” individuals. Teaching is like being a stage performer, it’s an effective persona used while on the job • “You’re awesome,” “great hustle,” “someone has got their game on today” – Mr. Pulisciano, Cheshire, HS • If using competition, don’t let it get out of hand. Best if students compete in groups or against a standard. • Circulate around the students • Use student names

  22. 2. Instruction • Keep students attentive and involved. • Mention that "someone" will be asked a question "on this" soon • Involve kids in discussion and demonstration • Challenge the students: “I'm betting that no one can figure this one out, anyone want to try?" • Catch kids being good...A LOT!!!!! • "That's using your noggin." • "Thoughtful answer." • Back to the wall - • Keep all students in your line of sight

  23. 2. Instruction • Keep students attentive and involved. • Mention that "someone" will be asked a question "on this" soon • Involve kids in discussion and demonstration • Challenge the students: “I'm betting that no one can figure this one out, anyone want to try?" • Catch kids being good...A LOT!!!!! • "That's using your noggin." • "Thoughtful answer." • Keep your back to the wall • Keep all students in your line of sight

  24. ALTPE – Academic Learning Time in Physical Education Guidelines: A > 50%, K 10-20%, TMWO – little as possible • A: activity – motor engagement in assigned task • T: transition – switching from one task to another • M: management – administration of the class, related to class business (attendance, drinks, announce) • K: knowledge – conveyance of cognitive information (watch demo, listen to rules/strategy, Q’s, discuss) • W: waiting – waiting for turn or instruction • O: off task – not doing assigned task, 1 on 1 chats

  25. Solving Problems w/o Adults • Students often see the adult as the only arbiter of disagreements. Help them realize and develop the skills necessary to mediate disputes. • Talk about how to resolve conflicts • Have students attempt to work out problem first • Fill out sheet

  26. 3. Evaluation • Reflect upon the effectiveness of your strategies. • CONTINUALLY try and improve even though at times it will be frustrating

  27. Summary Instruction • Orientation session • Boundaries • Signals • Withitness • Hustles and prompts • Handling disruptions Evaluation • Session time • ALTPE • Management time • Reflection and ideas for improvement Preinstruction • Safety • Dev. app. act. • Rules/conseq. • Routines • Excuses • Transitions • Groups/partn. • Enter/exit • Equipment

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