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ManagementManagementPHED 2017PHED 2017
Every individual matters. Every individual has a role to play. Every individual makes a difference.
Jane Goodall
OVERVIEWOVERVIEW
What is Management?
Creating a positive learning environment
Proactive management strategies
Developing responsible student
behaviour
Positive strategies for responding to
misbehaviour
What is Management?What is Management?Teacher behaviours that produce
high levels of student engagement in appropriate activities
Minimal student behaviours that interfere with other students’ work
Effective use of instructional time
Emmer & Evertson, 1981
Where does management Where does management fit into planning and fit into planning and teaching?teaching?
GOOD TEACHING
Analytical Intellectual Rational Reasoning Thinking
Influence Inspire Impress Persuade Touch
Physical Run Jump Throw
MANAGEMENT
Creating a positive learning Creating a positive learning environmentenvironment
A positive learning environment
involves a combination of:
Management skills
Learning experiences that address the
AFFECTIVE domain
Have Things Really Have Things Really Changed?Changed?
FACT:There have always been behaviour problems in
school
This is because of: a) the normal development of children b) high number of same age individuals together (surface behaviours)
Dr. J. Barnett
• Concrete operational (ages 7 - 12)
• Formal operational (age 12 at the earliest)
-Ability to order, classify, and consider several variables at once; still need step-by-step instructions; difficulty thinking about how they got to a conclusion and don’t like to check conclusions; manipulatives
Gr. 2 - 6‘exchange of favours’
ages 6-9
‘good boy – nice girl’ ages 10-15
Your Students
How students make sense of their world (Kohlberg)How children interact with their environment (Piaget)
KohlbergKohlberg
Piaget
- Critical thinking skills; plan lengthy procedures; consider more than one answer; no longer tied to the concrete but can now use symbols and verbal skills; think abstractly; consider past, present and future events
Gr. 6 on, but students can stay in Concrete Operational for a while after Grade 6 or 7 or 8 or …..
‘law & order’ ages 15-18
Dr. J. Barnett
A Review
A behaviour problem exists whenever a student interferes with the act of teaching or with the rights of others to learn, or causes psychological or physical harm, or destroys property
Is it the student who is the problem or is it the behaviour?
What about the effect on the child?
What about the school yard?
What if it happens only once?
• Remember that surface behaviours usually
are not the result of any deep-seated
problem but rather are normal
developmental behaviours of children
Dr. J. Barnett
Is it a behaviour problem?
Proactive Management StrategiesProactive Management Strategies
Changing the pace of classroom activities
Remove temptations
Boost a student’s interest when he or she shows signs of off-task behaviours
Redirect off-task behaviours
Non-punitive time-out
Encouraging the appropriate behaviours of other students
Give cues for expected behaviours
• Students more readily accept responsibilities when it is clear that the teacher is fulfilling his or her responsibilities• When the teacher is enthusiastic, is prepared and has bonded with students (shows that he / she cares) the teacher has fewer discipline problems
Fact:
Dr. J. Barnett
Routines vs. RulesRoutines vs. RulesRoutines – recurring behaviours
in gym class which, when done correctly, maximize active time
Rules – general behavioural expectations for a variety of situations with clear consequences for their violation
ACTIVITY...ACTIVITY...With a partner or small group, develop
a set of RULES for your PE classKeep in mind that rules are:
◦Short & to the point◦Age-appropriate◦5-8 max◦State rules positively ◦Be sure they are enforceable
Include consequences for breaking the rules
Write your names on the page
Other Proactive Management Other Proactive Management Strategies:Strategies:Communicate high standardsDiscuss rules & consequencesPractise rules & routines!Consistently reinforce R&RPositive group feedbackDeal with non-participation “When I say go”Reduce transition time
Developing Responsible Developing Responsible Student Behaviour:Student Behaviour:
Model desirable behaviour
Reinforce desired behaviour –
verbal , non-verbal (value feedback)
Reflection or self-evaluation
Offer opportunities for sharing,
goal-setting, responsibility, CHOICE
Positive Strategies for Positive Strategies for Responding to Responding to misbehaviour...misbehaviour...Remember, it’s not the
circumstance, it’s your REACTION
to the circumstance!
◦Composure – 10 count
◦Know your options (PLANNING!)
◦Reflect back – what lead up to it?
Possible ResponsesPossible Responses
Immediate:Non-verbal signalProximityQuick verbal reminderVerbal reprimand (address behaviour not the
student)
◦ Private vs. public
Later:Brief discussion after classRemoval of privileges
Verbal interactions:Verbal interactions:Negative interactions will result
in more problems later◦Threatening◦Ordering◦Interrogating◦Labelling
FOCUS on the positive!
Establish a Series of StepsEstablish a Series of Steps
WarningTime outBehaviour contract /principal
involvementDeal with the STUDENT first, then...Phone call to parentMeeting with parentConsider YOUR system – penal or
reward?