Transcript Class Management 101:

Class
Management
101:
Helping New Teachers Succeed from Day 1
Dr. Matthew Cummiskey
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Materials 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
#1
reason teachers leave the
profession!
Benefits
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Increased learning
Increased time on task
Better perception of PE & PA
Increased teacher satisfaction
Increased safety
Increased social skills/responsibility
Overview of Presentation
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Creating a Positive Atmosphere
Designing a Proactive Management Plan
Talking with Students
Behavioral Approach
1. Increasing Appropriate Behavior
2. 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
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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
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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” Options
from behavior advisor
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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
Plan
STUDENTS 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
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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
Summary
Preinstruction
• 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
Assertive Discipline
Student Centered Response
•Response cost
Decide upon a solution
together and get student to
verbally agree to it.
•Time out
•Daily report
•Etc
ie: not sharing… “What can
you do that change that”
Behavioral Approach
Using Reinforcers
Social reinforcers
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Non-verbal - smile, grin, high-five
Tangible reinforcers
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Sticker, dollar store item, equipment (PE scarf), physical activity
Superstar – take home to parents
Privileges
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Line leader, distribute/collect equipment, demonstrating a skill,
teacher’s aide
Token Economy
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Whole class – accumulating points toward a class reward
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“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.
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“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.
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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
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Differential reinforcement – turning negatives into positives.
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Ask a student to answer a question or demonstrate a skill to
interrupt inappropriate behavior.
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Beware students linking misbehavior to this strategy
Prevention
1st line of defense: non-invasive strategies
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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.
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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.
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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
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Looking for attention
BE CAREFUL – DO NOT ignore too much or it will get
worse
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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 Reinforcer
Response Cost – taking away a reinforcer
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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
Reinforcer
Time 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 Stimuli
Verbal Reprimands
• Concise
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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 instructio
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 you
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
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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 Approach
• Definition – focuses on the development of selfconcept, 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
of Social Responsibility
• Hellison in-action
• Examples: 1, 2
• Modified Hellison
Practical 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 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 Education
• 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 Character Ed
• Catch students being good (pinpointing)
• Emphasize a different character trait each
month.
• Incorporate in initiation or closure
Other StrategiesTalking 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]