Deliver instruction efficiently

Start and stop a class consistently

Move into groups and formations

Use squads to expedite class organization

• Don't select groups in a way that will embarrass a child.
• Designate a location for assembling into formation.
• Squads provide opportunities for leadership and following.
• Composition of squads may be pre-determined
• Have an even number of squads formed (usually)
• Make using squads an exciting activity

Know students’ names

Establish pre- and post-teaching routines

Routines that occur before and after teaching?

• Nonparticipation
• Entering teaching area
• Discussing lesson content
• Lesson closure
• Arranging equipment
• Discussing discipline problems

Use equipment effectively

Strategies and programs for teaching responsible behavior

Learning responsible behavior must be planned

Responsible behavior takes time and practice

Don Hellison (1995) suggests a hierarchy of responsible behavior

Five levels of behavior

• Level 0 = Irresponsibility
• Level 1 = Self-Control
• Level 2 = Involvement
• Level 3 = Self-Responsibility
• Level 4 = Caring

Level 0 = Irresponsibility

• Unmotivated and undisciplined
• Discrediting others
• Interrupting, intimidating, manipulating, and abusing others
• Physical education example
  • Talking to friends when the teacher is giving instructions

Level 1 = Self-Control

• May or may not participation in the day’s activity
• Does not interfere with other students or teacher
• Physical education example
  • Waiting for appropriate time to talk with friends

Level 2 = Involvement

• Show self control
• Usually involved in the subject matter or activity
• Physical education example
  • Listening and performing activity
  • Trying even when they do not like the activity
  • Participation without complaint

Level 3 = Self-Responsibility

• Take responsibility for choices and for linking choices to their own identities
• Work without direct supervision
• Eventually take responsibility for their intentions and actions
• Physical education example
  • Practicing a skill without being told to do so
  • Trying new activities without encouragement

Level 4 = Caring

• Motivated to extend their sense of responsibility by
  • Cooperating
  • Giving support
  • Showing concern
  • Helping others
• Physical education example
  • Helping someone who is having trouble

Responsible behavior teaching strategies

• Modeling-  Treat youngsters with dignity and respect.
• Reinforcement-  Give specific feedback about quality of the behavior.
• Time for reflection-  Allow students time to think about attitudes and behaviors (checklist - page 87).
• Student sharing-  Give students a chance to share their opinions about responsible behavior.
• Goal setting-  Help students set goals for responsible behavior they want to exhibit.
• Responsibility opportunities-  Give students responsibilities.
• Student choice-  Responsible behavior is learned when students have choices.

Conflict Resolution -- Steps typically followed to resolve conflicts:

1. Stop the aggressive behavior immediately
2. Gather data and define the problem
3. Brainstorm possible solutions
4. Test the solutions generated through brainstorming
5. Help implement the plan
6. Evaluate the approach

Create a personal behavior plan

• Maintain composure
• Acknowledge your feelings when misbehavior occurs
• Design a plan for yourself based on those feelings
• Know the options you have for dealing with deviant behavior

Determine rules and procedures
Determine consequences
Determine routines for students
Implement management plan

• Be a leader, not a friend
• Communicate high standards
• Explain and discuss rules/consequences
• Practice rules systematically
• Use activities that involve entire class
• Enforce rules consistently
• Give positive group feedback
• Discipline individually
• Avoid group negative feedback
• Avoid feedback that may lead to backlash
• Give clear and specific instructions

Increase Desired Behavior

Behavior followed by appropriate positive feedback increases

Types of reinforcement

• Social reinforcement-  Praise and other communication
• Activity reinforcement-Activity children want to participate in
• Token reinforcement-  Tokens such as points, certificates, and trophies
• Premack Principle-  A highly desirable activity can be used to motivate students to learn an activity they enjoy to a lesser degree.

Prompts

• Used to remind students to perform desired behavior
• Types of prompts

• Modeling
• Verbal cues
• Nonverbal cues

• The goal is to gradually remove the prompt

Decrease Undesirable Behavior

• Isolate student and yourself
• Deal with one student at a time
• State your position once
• Deliver and move away
• Do not threaten or bully
• Avoid touching the student
• Do not curse or raise voice

Reprimands

• Identify unacceptable behavior
• State briefly why it is unacceptable
• Communicate desired behavior
• Do not reprimand in front of others
• Speak about behavior, not the person
• Reinforce positive behavior when it occurs

Remove positive consequences

• Assure the magnitude of the removal fits the crime
• Be consistent
• Ensure students understand consequences before misbehavior

Time out

• Time out from reinforcement (Doesn’t work if other students are reinforcing)
• Helps to extinguish attention seeking behavior

• It is better to have someone sit out than to have disruptive behavior
• Time-out is designed to eliminate teacher and student emotion

• People want to be treated fairly, not emotionally
• Anger often triggers "getting even"

• Time-out is for everyday behavior, not severe emotional problems
• Time-out is also a place to cool down

• When a student will not go to time out

• Relax, you will have the final word
• Don’t confront the student in front of class
• Continue teaching
• Quietly, in passing, tell the student you’ll meet in the office after school
• Use in-school suspension
• Involve principal & parents as last resort