Designing a Proactive Management Plan Chapter 3. Keep in Mind Children need structure!!! Nowhere is...
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Transcript of Designing a Proactive Management Plan Chapter 3. Keep in Mind Children need structure!!! Nowhere is...
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