Make your own free website on Tripod.com
CO-OPERATIVE DISCIPLINE
Home
PUBLIC HEALTH ONLINE
SPORTSMANSHIP
GAMES and DIAGRAMS
IDEAS ON DISCIPLINE
PE ALPHABET ( A-Z)
RECIPES FOR SUCCESS
SKILL PROGRESSION
THE GAME STATION
BULLYING
RIP FLAG RUGBY ASSESSMENTS
THE GAME PLAN
NASPE Q & A
SEPAK TAKRAW
CONCEPT OBJECTIVES/GAME PLAN POWERPOINT
RUBRICS
TCHOUKBALL
SPEEDBALL
IN THE NEWS
NEW LEAD UP GAMES
BACK TO SCHOOL STUFF
RIP FLAG RUGBY
INTEGRATED LEARNING GYM
BALAMETRICS
HALL OF SHAME
WINTER OLYMPICS
ESPN PLAY YOUR WAY
SAVING PE and PHYSICAL ACTIVITY NOTES
PE QUOTES
CO=OPERATIVE ACTIVITIES
FUN FITNESS RESOURCES
INTERVIEW QUESTIONS & PROCESS HINTS
FITNESS CALENDARS
SUMMER FITNESS FUN
BRAIN GYM
EDUCATIONAL GYMNASTICS
OBESITY ISSUES
HOLIDAY ACTIVITIES/CHRISTMAS
HOLIDAY ACTIVITIES/HALLOWEEN
HOLIDAY ACTIVITIES/THANKSGIVING
HOLIDAY ACTIVITIES / EASTER
HOMEWORK/WORKSHEETS/ETC.
THE POWER OF FIVE
FAMILY FITNESS FUN
CO-OPERATIVE DISCIPLINE
HOMEMADE STUFF IDEAS
FIFTY(50) SURVIVAL TIPS
HOCKEY ACTIVITIES
WIFFLEBALL ACTIVITIES
FOOTBALL/SOCCER ACTIVITIES
WINTER SEASONAL GAMES/B-BALL
LEAD UP TUMBLING ACTIVITIES
About Me
PE PHOTOS
TECHNOLOGY in PE
MORE PE PHOTOS
MY FAVORITE ACTIVITIES
Favorite Links
BUZZ ME ANYTIME
VOLLEYBALL ACTIVITIES

DISCIPLING PROBLEM STUDENTS
Here are a few things that will help cut down on discipline problems:
1. Have a few clear rules and state them in positive terms. For example,
rather than saying "Don't call out," say "Raise your hand to speak." Make sure any
rule you have is strictly enforced.
2. Keep talking to a minimum. Give kids a lot of fun filled games that teach
and promote fitness.
3. Plan carefully and have an alternate plan in case something is not
working.
4. Have a clear picture in your mind of how things should progress. If things
are not working, stop and practice until the children understand what needs
to be done. Very often inexperienced teachers let a few things go wrong and do
not step in immediately. This behavior will lead to more and more things going
wrong until everything seems to spiral out of control. If this happens, it is
not too late. Just start over with the basics.
5. Play small sided games, offer individual movement challenges and use a
lot of equipment. Avoid playing games that pit half the class against the other
half. These kinds of games will create discipline problems.
6. In the days of cell phones, it wouldn't hurt to make use of them. Have
your cell phone handy and make sure you have any problem student's guardian's
cell phone number. There is nothing like an immediate call rather than the threat
of saying I am going to call.
7. Even if many children in a class are misbehaving, do not yell at the
class. When you yell or even say things like: "This class does not know how to
listen," you are telling the kids who are listening that they are doing something
wrong. Moreover, no one really knows who you are talking to. Better to speak
to an individual. Single out someone who is doing something wrong even if
others are doing the same thing. Everyone will stop to see what will happen. The
best the child can do is say "but I wasn't the only one talking, pushing, not
following the rules, etc." And of course you say "Were you talking?"
"What is the rule about talking when someone else is speaking to the class?"
Others doing something wrong is never and excuse.
STRATEGIES for SUCCESS ..focus on learning
   SIGNIFICANT "7"
1. Strong perceptions of personal capabilities." I am capable."
2. Strong perception of significance in primary relationships. "I contribute in meaningful ways and I am genuinely needed ."
3. Stong perception of personal power of influence over life." I can influence what happens to me."
4. Strong intra-personal skills. The abiluty to understand personal emotions , to use that understanding to develop self-discipline and self-control , and learn from experiences.
5. Strong interpersonal skills. The ability to work with others and develop friendships through comunicating , cooperating, negotiating , sharing , empathizing , and listening.
6. Strong systemic skills . The ability to respond to the limits and consequences of everyday life with responsibility , adaptability , flexibility , and integrity .
7. Strong judgmental skills . The ability to use wisdom and to evaluate according to appropriate values.
____________________________________________

THE CODE of CONDUCT
   I will complete my task/ assignment
   I will respect others.
   I will prepare for learning
   I will maintain a safe school
   I will not prevent the teacher from teaching
   I will not prevent students from learning

THE THREE C'S of ENCOURAGEMENT
CAPABLE
CONNECTED
CONTRIBUTING

HELPING STUDENTS FEEL CAPABLE..................
CONFIDENCE BUILDERS
   Focus on improvement
   Notice contributions
   Build on strengths
   Acknowdede a task's difficulty
   Set time limits on tasks
   Show faith in students
ACKNOWLEDGE ACHIEVEMENT
   Applause
   Clapping and standing ovations
   Stars and stickers
   Awards and assemblies
   Exhibits
LEARNING IS TANGIBLE
   "I can" cans
   Albums and portfolios
   Checklists of skills
   Flowchart of concepts
   Discuss yesterday , today , and tomarrow
MAKE MISTAKES is O.K.
   Minimize mistakes effect
   Discuss mistakes
   Equate mistakes with effort
SUCCESS
   Analyze past success
   Repeat past success
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONNECT
ACCEPTANCE
   Students cultural differences
   Disabilities
   personal style
   Accept the doer , not the deed
ATTENTION
   Greet students
   Listen
   Teach them to ask for attention
   Attend school events
   Recognize birthdays
   Send cards , massages to absent students
   Individual conferences
APPRECIATION
   Appreciate the doer , not the deed
   Use three part appreciation statements
   Give wtitten words of appreciation
AFFIRMATION
   Affirm the doer , not the deed
   Enthusiastic
   Acknowledge positive traits verbally or in writing
   Be a talent scout
AFFECTION
   Give affection with no strings attached
   Show kindness , and it will multiply and be returned
   Show friendship
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONTRIBUTE
ENCOURAGE STUDENTS' CONTRIBUTION TO....................
STUDENTS
   * Circle of friends
   * Peer tutoring
   * Conflict resolution
   * Peer recognition
THE CLASS
   * Invite students to help with daily tasks
   * Request students curriculum choices
   * Appoint recorders
   * Involve students in building the learning environment
THE SCHOOL
   * Schedule work service periods
   * Appoint area monitor
THE COMMUNITY
   * Adopt a zoo animal
   * Promote volunteerism
   * Acknowledge random acts of kindness
   * Contribute to community drives
THE ENVIRONMENT
   * Recycle
   * Clean up the neighborhood
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
ATTENTION SEEKING STRATEGIES
NOTICE THE APPROPRIATE BEHAVIOR
Use proximity praise
Use compliance praise
Make recordings
Give a standing ovation
DISTRACT THE STUDENT
Ask a direct question
Ask a favor
Give a choice
Change the activity
DO THE UNEXPECTED
Turn out he lights
Play a musical sound
Lower your voice
Change your voice
Talk to the wall
Use one-liners
CLARIFY the DESIRED BEHAVIOR
State Grandma's law
Use "target - stop -do"
MINIMIZE THE ATTENTION
Refuse to respond
GIve the EYE
Stand close by
Use name dropping
Send a secret signal
Give written notice
Use an "I' message
LEGITAMIZE the BEHAVIOR
Create a lesson from the behavior
Go the distance
Have the class join in
Use a dimimishing quota
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
STRATEGIES
Modify the Instructional Methods
Use concrete learning materials
Use computer based instruction
Teach one step at a time
Teach the 7 intelligences

Provide tutoring
Extra help from teachers
Remediation programs
Adult volunteers
Peer tutoring
Learning centers

Reframe the "I cant's"
State your belief in their abilities
Stage an "I can't funeral "

Encourage positive self-talk
Post positive classroom signs
Require 2 "put ups" for evry "put down"
Encourage positive self talk before tasks

Teach Procedures for becoming "unstuck"
Brainstorm ask for help gambits
Use sequence charts
GRACEFUL EXITS
ACKNOWLEDGE STUDENT'S POWER - a Student refuses to complete an assignment . Teacher responds," I can't make you do the work , you have the assignment - it is your choice." The expectation has not changed thought the teacher has chosen not to fuel the confrontation and create a power struggle.
REMOVE THE AUDIENCE- When a student demomonstrates inappropriate behavior which does not require immediate action from the teacher , the intervention can be to remove the audience's sttention . The teacher can make an important announcement or begin a new activity to redirect the attention of the class from the student misbehaving.
TABLE THE MATTER - A student has chosen to push our buttons . To deesscalte the situation , the teacher may respond by discussing the matter at a later time or using the gripe box in the clasrrom. The student is directed to write the complaint and place it in the box.
SCHEDULE A CONFERENCE- Keep a clipboard handy with the time available for student conferences. When a student signs up to challenge you , indicate that he may sign up for a conference to discuss the issue.
AGREE WITH THE STUDENT- A student staes that you are the worst teacher. The teacher responds , " You may be right , now open your book to the lesson. The student will realize that he is not able to engage the teacher in a power struggle that the teacher refuses to join.
CHANGE THE SUBJECT- We can respond to verbal attacks by changing the subject. The teacher can talk about the weather instead of responding to the comments. When the teacher is persistant , the student realizes the teacher will not argue with him. Lecturing will only escalate the confrontation.
STATE BOTH VIEWPOINTS- The poutline for this technique is " To you_________________________, to me_________________"For example , To you the science experiment seems foolish , to me it is imporatant concept you need to know..If the student continues to argue , specify the difference between understanding and agreeing. The student dos not have to argue our viewpoint - that would extend the power issue.
REFUSE RESONSIBILITY- When astudent provides excuses for not meeting expectations , acomment such as" I know you can figure it Out" does not provide the student with additional justification to argue.
DODGE IRRELEVANT ISSUES- Atudent may begin arguing about an assignment and then irrelevant issues to confuse the situtaion. Use a simple response , such as , "That is not the issue , the issue is_____________.
DELIVER A CLOSING STATEMENT- This technique use one line statements to indicate to the student that the confrontation has ended for us.
As with all graceful exits , particular attention must br given to paraverbals and kinesics. Sracasm is not acceptable.EXAMPLES:
"You've mistaken me for someone who wants to argue." Are you finished" "Unless you have something new to add , I'm finished with this conversation."
************************************************************************************
Behavior Management in PE
 
        Every Situation has its unique parts, but there is a quote famous in
education that can be a cornerstone in PE philosophy... "They do not care
how much you know until they know how much you care." The focus of this
citation is that you need to come up with a plan that demonstrates this
feeling.
 
    How to get started in my opinion is to establish a set of rules that
focus on the safety of the students as a whole.  Nothing new right... but
you need to do this in a consistent, fair and timely manner.  Each and every
time that the class or an individual student puts others in dangerous
situation  keep your cool and follow the plan.  Do your best not to
overreact, but also be sure to follow through.  This needs to happen on a
regular basis and with every student; trouble child or golden child. It is
my feeling that you keep the consequence short in duration but equal to the
infraction.
    Step two : Find out what they like and select the types of activities
that you feel are appropriate and follow both your curriculum and your
vision of what you want to accomplish for these kids. What is meant by this
is not to cave in/give in to the requests to play "this-ball" or "that-ball"
  it will not gain you any respect or move you in the direction you wish.
Instead look for activities or games that will get the kids opportunities to
do the skills, activities that they like while still moving toward the "New
PE" model. Poll them via secret ballot and have them write down what they
enjoy most. Check out your results and thoughtfully select those things that
match.
    Step three: Get them moving and keep them moving but with a purpose/your
purpose. The more they realize the fun they can have the less they may wish
to fight or give you problems. You need to CONvince them that what you like
to play is what they will have fun playing/learning. Lectures do not seem to
work. The old quote" it's your time" that often is tempting to use, I
believe to be ineffective. This does not put the WE into your classroom.
You want these kids to want to play and want to play what you want them to
play. I have found that the typical reluctant student who may feign an
injury or illness without a note may often be CONverted to an  active
participant once a good game is under way. They will see the joy and hear
the laughter of the classmates and decide to join.  The same underlying
theme is the design of this step. Get the children interested and invested
in the lessons and they will be less likely to be off task or even choose
not to be a part of class. Sounds hokey right, but it can and does work.
    Step Four: Expectations need to be high and need to be reinforced daily.
Let the students know what you expect of them and that you are sure that
they can achieve this level. Just as the teacher should provide success and
them build to challenge levels, you will want to proceed with the
expectations in a similar fashion.  Set small realistic measurable goals
that can be praised as they occur. Each time they are successful, be
prepared to move onto the next expectation. Continue to reinforce any
expectation that they achieve through the process. For example, the
expectation that the students will line up at the end of class and face the
teacher.  Seems simple, but if it is a goal or expectation, be sure to
praise them every time they do it until it essentially becomes second nature
  Then move on to the next mini goal that you have already achieved. It
takes time, patience, consistency, passion for the success of your students
and your program.
    Step Five: RESPECT bodes RESPECT.  Do your very best to show the kids
that you respect them for who they are right now, not who they could/can be.
  They need to know that you are in their corner now and believe in them now.
Just as a parent is happy the first time their child rolls over, eventually
they want them to crawl, walk, run, dance, play sports, etc. Your
expectations can and should grow as the students and your program grows. It
is important that they now that it is "Our ROOM...Our CLASS" You are the
experienced professional and will guide the shaping of the environment, but
it will be with the aide of these students. You will need to be selective in
what items of discipline you share even with the homeroom teachers in my
opinion.  The first reason for this is that you want the students and the
teachers to know that you have control of your classroom.  The second is
that you will need to build a level of trust with the individual students
and classes. If them realize that they or someone else has gotten in trouble
and not been "ratted out" to the homeroom teacher, BUT that appropriate
action and consequence where taken within the gymnasium, they will begin to
get "it."  The "it" is that you care about them and RESPECT Them enough to
deal with them personally rather than going over their head.  Think about
how you would/did feel if a fellow teacher went to the principal or
supervisor instead of talking with you first.  These kids have the same
feelings.



Courtesy of Joe Gallo,Yardley,Pa.

Enter supporting content here