Developing and Developing and Maintaining a Learning Maintaining a Learning

EnvironmentEnvironment

Dr. AyersHPHE 4480

Western Michigan University

ManagementArranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the content

Teaching Functions

ContentWhat is to be learned

GOOD MANAGEMENT IS NECESSARY BUT NOT SUFFICIENT FOR EFFECTIVE TEACHING *

TEACHING IS AN INTERDEPENDENT PROCESS

Goal of good management systemHigh level of engagement in appropriate tasks

-Customary way of handling tasks (usually daily tasks)

-Establish expectations to mold S behaviorLocker room, pre-class, lesson, end-of-lesson

-Introduce and practice until “routine”

-Must be reinforced consistently*

Routines

Common Routines• Locker room• Before Class• Attendance• Lesson-Related• Grouping• End of Lesson• Late Arrivals• Water/Bathroom Breaks• Injured Students

• Learn the routines at your 20-hr site

-General expectations for behavior

-Teach as concepts (across a variety of +/- situations)

-Guidelines *:Developed cooperatively w/ T and SsStated positivelyMake explicit (post in facility)Reinforce consistently and fairlyFew in number (3-5)

Rules

MAKE YOUR OWN FOR YOUR UNIT: “go”

• When others are talking, we will respect them by listening

• We will support the efforts of others by encouraging them as they perform

• We will use our equipment and space responsibly

• We make our best effort at all tasks

• We will cooperate with others by sharing equipment

Examples of Rules

Developmental Considerations• Take students’ personal social development

into consideration

• Develop a progression for personal social development

• Rules for K, 2/3, 5/7, 8/9, 10+ should be arranged hierarchically

• Stage 1: K-2/3- Adults are important. Teaching rules must be thorough and reinforced frequently

• Stage 2: 2/3 through 5/6- Teacher still important. Review rules/management

• Stage 3: 5/6 through 9/10- Peers are most important. Peer contingencies, group goals very effective. May have to work with individual students

• Stage 4: 9/10+- Personal responsibility for all actions approaching adult perceptions

Stages of Social Development

• Share clear expectations– Consequences– Reinforcement (Tangible, Token, Social, Activity?)

• Identify your ultimate goal for student behavior (Personal-Social Skills)

• Communicate expectations in advance

Teaching Routines/Rules

• Positive is more effective than negative

• Inappropriate student behavior is not a personal attack

• Discuss appropriate/inappropriate behavior

• BE CONSISTENT

Gaining/Maintaining S CooperationPlan progressive experiences toward

learning environment goal (Box 6.2, p. 115)K-2/3: Compliant, want to please teacher

2/3-5/6: Compliant, need less management time

5/6-9/10: Peers most important, motivation becomes an issue

HS: Maturation results in less mgmt time

Know your own expectationsWatch your cooperating T this semester; what is ok? What does (s)he let go? Clarity→consistency

Know the ultimate goal for S behaviorThink long-term; what do you want next year? 2 yrs?

Share your behavioral expectations in advanceDo not wait on misbehavior to teach good behavior

Help Ss internalize appropriate behaviorExplain WHY these rules existEncourage S participation in rule/behavior expectationsTeach rules for learning tasks too-How do you actually practice a skill?-How do you work with others?-What do you do if you infringe on others’ space?-How do you get T attention for help?

Management is ongoingContinually work to help Ss achieve self-control

Developing Self-Control & Personal Responsibility

National/State standards highlight this aspect5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings

6. Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction

Nature of our setting fosters personal/social skills-Moving from external to internal control →decision making skills

-Guiding Ss to higher level functioning is part of physical educators’ professional responsibility

Hellison’s Developmental Levels

0: Irresponsibility

1: Self-control

2: Involvement

3: Self responsibility4: Caring

5: Outside the gym

Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervisionNot highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of complianceDemonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of successCapacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for themCooperative, supportive and caring about others; willing to help others

Transfers responsible behavior to life settings outside the gym; personal responsibility for actions

Strategies emphasized in Hellison’s model*-Create awareness of appropriate behavior & goals

-Provide opportunities for Ss to reflect on their behavior relative to behavior goals

-Provide opportunities to set personal behavior goals

-Establish consequences for both +/- behavior

-Include Ss in group processes to share T ‘power’

-Help Ts interact with Ss in growth-producing ways

Behavior Modification (Box 6.4, p. 119)Clear expectations and reinforcementStage One

Order a S to desist (stop behavior)Have S state rule being brokenState expected behaviorHairy eyeballProximityAllow S to choose work area to avoid temptationTime outPut S at end of line/group (go last)

Stage TwoConference with SIsolate S in hall/away from classSend home noteCall parentsDetentionRemove privilege

Stage ThreeDeny special class treat (free time at end)Create behavioral contractSend S to office Corporal punishment

Transition from T to S-centered control challenges-Overuse of external rewards

-Failure to withdraw external rewards

-Lack of flexibility in rules, regulations & expected behavior for different contexts

-T willingness to have a “busy-happy-good” environment

Ineffective Management Factors

Authoritative ManagementTs have a firm but flexible management

position-Rules, procedures expectations context-dependent-Expectations vary by class, content, student

Ts teach self-directed behaviorInternal control and self-discipline valued

Ss gradually assume more self-responsibility-Transfer of responsibility for behavior goal-Create situations in which Ss demonstrate increasing personal responsibility

Group ProcessesInvolve Ss in decision making

-Include S input when novel situations arise-Remind Ss that THEY made rule when reinforced

Resolve conflicts through discussionReal-time issue; very dynamic environment needed

Role-playing to convey concepts-Allows Ss to ‘put themselves in another’s shoes’-Make explicit what happens during ‘skit’ and then summarize lesson(s) learned

Final PointsPrevention is the best medicine

Withitness, overlapping, hairy eyeball, proximity *Widespread class misbehavior

-Stop class and specifically address problem(class desist)-Address problem-Identify as inappropriate-Focus Ss on desired task/behavior-STAY POSITIVE

Treat Ss as you wish to be treatedBe gentle; determine WHY behavior occurs, address problem, not person

An on-going process

Must be a priority in every lesson

Is more effective when positively approachedRoutines

RulesReinforcement

Management Summary