Class Management 101: Helping New Teachers Succeed from Day 1 Dr. Matthew Cummiskey Please sign in Materials available later via website.

Class Managemen

t 101:Helping New Teachers Succeed from Day 1Dr. Matthew Cummiskey

Please sign inMaterials available later via website

• The linked materials for this presentation can be found on the following webpage:

• http://www.ccsu.edu/physedhltfit/faculty/cummiskey/mngt-motiv/mngtmotiv.htm

Discussion

• What are some concerns you have about behavior management?

Activity

• Write down two “misdeeds” or favorite teacher torture techniques while in school? Try and have at least one be PE related.

Student misbehavior is the

#1reason teachers leave

the profession!

Benefits

• Increased learning• Increased time on task• Better perception of PE & PA• Increased teacher satisfaction• Increased safety• Increased social skills/responsibility

Overview of Presentation

1. Creating a Positive Atmosphere2. Designing a Proactive Management Plan3. Talking with Students4. Behavioral Approach

1. Increasing Appropriate Behavior2. Decreasing Inappropriate Behavior

5. Humanistic Approach

Creating a Positive Atmosphere• Teacher Traits

• What are some positive teacher traits you would like to exemplify or have seen in the past?

Learning names - Be Persistent

• Do attendance• Greet and dismiss by name• Use names when addressing• Name tags (reusable)• Label a photograph (get permission)• Brief note/description in attendance roster• Adjective with name (Blue-eyed Brian)• Check names during assessments/assignments• Past yearbooks• Squads/assigned location grid• Games with names (i.e. tag & tell teacher your name)• Practice visualization student faces later

Selection of Activities

• Incorporate games where must students are active and also allow for differentiation.

• Reduces “fishbowl” effect• Use non-elimination games• Avoid high pressure, low activity games

• Relays• Beware overly competitive activities, incorporate

cooperative challenges• Forming groups/partners

• NEVER use captain to pick teams in front of the others

Positive strategies• Catch being good (K-4/5)• Publicize photos (get permission); bulletin board • Have a student repeat what they did in front of the class• Post records (fitness, coop)• FUN• Play music

“Catch Being Good” Optionsfrom behavior advisor

• Secret Student• The Sticker Chart• Raffle System - drawing at end• Name on Board – get to be line leader or

some other reward• Alarm System

Positive Gymnasium

• Non-naked gym – how could you make a gymnasium more educational and inviting?

• Posters• Pictures of students/activities• Wall/floor art

Designing a Proactive Management PlanSTUDENTS NEEDS STRUCTURE• Preinstructional phase

• Develop lesson plan, procedures, & mentally rehearse plan• Be especially careful at transition times

• 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

• 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.

• 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

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

• Involve students in rule formation and consequences• Practice the rules via role play scenarios• Define words with examples or scenarios (respect etc)

Remember, state rules positively

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

• What are some examples of routines for a PE?• Elementary Examples• Secondary Examples

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)

2. Instruction• Day 1 Orientation - example• Withitness – 6th sense (eyes in back of head)• Provide continual feedback, this reminds students the teacher is

engaged with and watching the class• Example video

• Circulate around the gym - don’t “root” in one place• Start promptly, keep things moving, and allow a few minutes

before class ends for a quick review and/or clean up• Use music to motivate• 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

SummaryPreinstruction• Safety• Dev. app. act.• Rules/conseq.• Routines• Excuses• Transitions• Groups/partn.• Enter/exit• Equipment

Instruction• Orientation session• Boundaries• Signals• Withitness• Hustles and prompts• Handling disruptions

Evaluation• Session time• ALTPE• Management time• Reflection and ideas

for improvement

Talking with Students

• Teachers must demonstrate authority:• OK if assertive but not dictatorial:

• “This is my decision.” “I have considered several options, and this is what we are going to do.” “It is my job to make sure that.”

• Dictatorial • “Do this because I said so”

• Think of it like the three types of parenting:• Authoritarian – dictator, hostile• Permissive – laissez faire (non-assertive, hands off)• Authoritative – firm, calm, confident

Language When Talking to Students

TALKING TO A STUDENT 1 ON 1 • Step 1:Identification of the problem with an I statement

• Step 2: Active Listening (if necessary)• Step 3: Two Options

Student Centered Response

Decide upon a solution together and get student to verbally agree to it.

ie: not sharing… “What can you do that change that”

Assertive Discipline

•Response cost

•Time out

•Daily report

•Etc

Behavioral Approach

Using ReinforcersSocial reinforcers

• Non-verbal - smile, grin, high-five

Tangible reinforcers• Sticker, dollar store item, equipment (PE scarf), physical activity• Superstar – take home to parents

Privileges• Line leader, distribute/collect equipment, demonstrating a skill,

teacher’s aide

Token Economy• Whole class – accumulating points toward a class reward

• “If we’re good, we have time for the fun game I have planned”• Q: what if one individual constantly spoils it?

• Individual – collecting PE bucks or school bucks (usually with principal’s picture) towards a reward you specify

Using Reinforcers

Prompting – use cues to remind students how they will perform a desired task.

• “Now boys and girls, how are we going to sit down when the music stops?”

• “Did you see how Shaniqua sat down, let’s have everyone do that”

Premack Principle – reward students in PE with activities they choose independently.

• If students love 4 square during recess, use it as a reinforcer

Seeing Results

• If you don’t get the behavior you want, the approach IS NOT WORKING!

• Example: telling a student to stop talking and they continue

Differential Reinforcement

• Differential reinforcement – turning negatives into positives.• Ask a student to answer a question or demonstrate a skill to

interrupt inappropriate behavior.• Beware students linking misbehavior to this strategy

Prevention1st line of defense: non-invasive strategies

• Proximity• Eye contact• Hand gestures• Vocal variety• Name in a sentence • Wait time

• The goal is to reduce lost instructional time• OK to tell students what to do (expect) AND what not

to do. • By telling a student what not to do, you are not generally

giving them ideas. They will figure out ways to misbehave on their own. Except if the misbehavior is obscure.

Withdrawal of Reinforcer

Planned Ignoring – use when behavior (what is reinforcing) is benign, short, and doesn’t affect the group. Student is not getting the attention they crave.

• Example: Talking quietly/quickly, continuing activity after stop-command briefly, daydreaming (unless frequent)

• Not to ignore: Armpit noises, tapping feet quietly then more noisily, repeated interruptions• Looking for attention

• BE CAREFUL – DO NOT ignore too much or it will get worse• This is a frequent error with beginning teachers

Withdrawal of Reinforcer

• Guidelines for Response Cost• Move through your hierarchy of

consequences (again, for some students this will not be effective)

• Suggested to review hierarchy during day 1

• Use a calm, firm, respectful tone of voice when administering consequences

Withdrawal of ReinforcerResponse Cost – taking away a reinforcer

• Reduce grading points (affective rubric)• Eliminate educational games and use drills• Remove tokens in a token economy• Class time – have the students repeat until done correctly• Wait time – can’t get to the next activity or the culminating activity

until proper behavior is displayed.• “I had a really fun activity planned at the end but I’m not sure if we’ll have

time for it if you keep talking.” • Don’t nag or plead (shows weakness) – follow through

• 1 warning or zero warning is enough• If you warn 5X’s, students learn they can misbehave four times before a

consequence.

Withdrawal of ReinforcerTime out – removing a student from a reinforcing environment.

• Seclusionary – removal from activity but still in gym• Must consider place, access to equipment, access to others, safety,

visibility… - the place should not be rewarding• Have the student complete a “Time Out Worksheet” before returning

or a Establish routines for time-outs• Self time out

• Students remove themselves if they feel unable to cope• Must notify teacher

Withdrawal of Reinforcer

• Time out Guidelines• Be consistent – same place (create routine)• If there’s time, explain reason why• DO NOT make time out reinforcing

• i.e. Talk, explore, engage passers by, get involved• Reset the time if students are inappropriate (back to the start of time

out)• Do not allow them to avoid selected activities• Keep time outs 5 minutes or fewer

• The younger, the shorter the duration

Aversive StimuliVerbal 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)

Aversive Stimuli

• Contracts –• Paper ones: make it generic so you can fill in specific

information.• Guidelines:

• Be sure that the student understands the concept of contracts by asking him/her to give an example.

• Discuss and/or negotiate the requirements, reward, level of achievement, renegotiation date, etc

• Read, sign, have a witness (someone with standing)

• Example

MS & HS Considerations• 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• Incorporate level of involvement and/or affective rubric into student

grades• Hold students accountable for skill improvement via assessments

such as skill and cognitive quizzes• Be age appropriate with praise• Don’t allow certain students to work together during class

Building 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 (say hi in the hallway)• Get to know their world (ask questions about their weekend etc) • ALWAYS remember though, you are the teacher, not one of

their friend

MS & HS Considerations• Plan lessons with behavior management in mind

• Complexity of drills, number of partners, amount of equipment, start with easy/fun unit, area of playing surface, gym vs. outdoors

• Only under severe conditions should a student be sent to the office (it demonstrates a loss of control on your part).

• Create a daily report (may combine with a contract)• Show concern for the students (especially in one on one

conversations)• Time out is not appropriate for HS, maybe MS• ALWAYS keep your cool

Discussion

• What stories of success can you share that might be of benefit to others?

• Can be PE related or from other settings

Humanistic ApproachHumanistic Approach

• Definition – focuses on the development of self-concept, interpersonal relationships, intrinsic motivation, improved thought patterns, personal and social responsibility, and other qualities of good character.

• Also called the psychoeducational approach

Model #1 - Hellison’s Model #1 - Hellison’s ModelModelof Social Responsibilityof Social Responsibility

• Hellison in-action• Examples: 1, 2• Modified Hellison

Practical StrategiesPractical Strategies• Post Hellison’s model on the wall or just the level 5

behaviors (age appropriate). • Use exit questions related to personal and social

responsibility (thumbs up/down, touch answer on wall, 1 question quizzes)

• Ask questions:• Did someone help some today?• Who said something that encouraged someone?• How would a level one person get equipment

• Daily Hellison’s model grade• Farmington example (wonderful!)

Practical StrategiesPractical Strategies• Role model appropriate behavior

• Have students demo level 5 behavior• Students write reflections on their level of prosocial behavior

or level of social responsibility (Hellison)• Have students complete a personal responsibility goal sheet • State affective goals related to Hellison’s Model in the

initiation and review in the closure. • Awareness talk - Monitor classroom dynamics and discuss

problems you see arising with the whole class. • Teach students how to give feedback

Model #2 - Character Model #2 - Character EducationEducation• Definition - involves teaching children about positive

character traits (I would suggest not using the word values). The goal is to raise children to become morally responsible, self-disciplined citizens.

• Honesty, self-discipline, compassion (kindness), responsibility, friendship, work, courage, perseverance, loyalty, citizenship, and respect

• Example from SSW • Websites:

• www.cortland.edu/c4n5rs• www.character.org

Practical Strategies for Practical Strategies for Character Ed Character Ed

• Catch students being good (pinpointing)• Emphasize a different character trait each

month. • Incorporate in initiation or closure

Other Strategies-Other Strategies-Talking BenchTalking 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

Any Questions?

• Enjoy the rest of the conference

Additional Materials

• Dr. Cummiskey’s Website• http://www.ccsu.edu/physedhltfit/faculty/

cummiskey/wikipe.htm

• Contact me:• [email protected]