Designing a Proactive Management Plan Chapter 3. Keep in Mind Children need structure!!! Nowhere is this more evident than an elementary classroom.

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!

Teachers must CREATE this structure, if not, everyone begins playing by different rulesImagine a basketball game where each player has

his/her own set of rules

Proactive Management Plan

Preinstructional phaseDevelop lesson plan, procedures, & mentally rehearse

plan

Instructional phaseContinually monitor and adjust instruction to maximize

learning, motivation, and on-task behavior

Evaluation phaseReflect 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.

1. Preinstruction

80% of behavior management issues are related to TEACHER PLANNING.No rules/routinesBoring activitiesWaiting in lineNot enough equipmentAlready mastered skills (developmentally inappropriate)GroupingsPoor transitions Inadequate directions

Preinstructional Considerations

#1 thing you can do to

proactively prevent management issues is to create engaging, interesting, developmentally appropriate lessons; dare I say fun!!!

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.

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 consequencesPractice the rules via role play scenariosDefine words with examples or scenarios (respect etc)

1. Preinstruction - Rules

Practice rule formation…Example Rules for PECentral and other sources

Remember, state rules positively

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.

1. Preinstruction - Rules

Exceptions depending on the circumstances

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

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

1. Preinstructional - Routines

Entering and exitingEstablish routines, posting information

Excuses from class & non-dressingStrategiesAssignments?

Practice creating routines

Assertive Discipline

CLASSIC TECHNIQUE created in the 70’s (Dr. McIntyre)1. Decide which rules you wish to implement in your classroom. 2. Determine negative consequences for noncompliance (EVERY

TIME a student misbehaves). 1. 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.

3. Determine positive consequences for appropriate behavior. 1. verbal praise, raffle tickets, daily prize drawing, group rewards are

also used.

4. Conduct a meeting to inform the students of the program5. Have the students write the rules and take them home (optional6. Implement the program immediately.

Series of Consequences

Let’s make a list:

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

OrientationExample 1,2,3

Withitness – 6th sense (eyes in back of head)Hustles and prompts

Develop a series of consequencesSee next slide

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

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 studentsUse student names

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

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 wallKeep all students in your line of sight

ALTPE – Academic Learning Time in Physical Education

Guidelines: A > 50%, K 10-20%, TMWO – little as possible

A: activity – motor engagement in assigned taskT: transition – switching from one task to anotherM: 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 instructionO: off task – not doing assigned task, 1 on 1 chats

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 conflictsHave students attempt to work out problem firstFill out sheet

3. Evaluation

Reflect upon the effectiveness of your strategies.CONTINUALLY try and improve even though at

times it will be frustrating

Summary

PreinstructionSafetyDev. app. act.Rules/conseq.RoutinesExcusesTransitionsGroups/partn.Enter/exitEquipment

InstructionOrientation

sessionBoundariesSignalsWithitnessHustles and

promptsHandling

disruptions

EvaluationSession timeALTPEManagement timeReflection and

ideas for improvement