Behavior Management Matthew Cummiskey WCU

Behavior Managemen

t

Matthew CummiskeyWCU

Q&A

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

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/responsibilityWithout control, you have nothing

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

Creating a Positive Atmosphere

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)

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

WPHS

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.

Designing a Proactive Management Plan1. 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

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 OrientationSample syllabi

• Donegal MS, Athens Area HS, Daniel Boone MS, Tamaqua Area HS,

1. Preinstruction - PE Syllabus

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.

Organization

• Possible organization patterns• TBA

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

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

1. Preinstruction – Assessment

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

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

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

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

Instructional Interventions

Prevention1st 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

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

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

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”

PreventionBuilding Rapport• Rapport is 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 friendsIf students “like you” they are less likely to misbehave and

will fear “letting you down.”

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.”

Strategies for MisbehaviorVerbal 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)

Strategies for Misbehavior• Move through your hierarchy of

consequences • May not be effective for some students

Strategies for MisbehaviorTime 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

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.

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

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.

ST Scenario Group Work

• If an approach isn’t working, try something else. • Seems obvious but isn’t

• The power of REFLECTION

Conclusion

Conclusion

Build a Comprehensive Strategy – Find what works for you!

1. Creating a Positive Atmosphere2. Designing a Proactive Management Plan3. Instructional Interventions

Conclusion

Find the Develop your