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I will complete my task/ assignment |
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I will respect others. |
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I will prepare for learning |
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I will maintain a safe school |
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I will not prevent the teacher from teaching |
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I will not prevent students from learning |
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| THE THREE C'S of ENCOURAGEMENT |
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| HELPING STUDENTS FEEL CAPABLE.................. |
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Focus on improvement |
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Notice contributions |
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Build on strengths |
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Acknowdede a task's difficulty |
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Set time limits on tasks |
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Show faith in students |
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Applause |
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Clapping and standing ovations |
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Stars and stickers |
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Awards and assemblies |
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Exhibits |
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"I can" cans |
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Albums and portfolios |
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Checklists of skills |
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Flowchart of concepts |
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Discuss yesterday , today , and tomarrow |
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Minimize mistakes effect |
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Discuss mistakes |
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Equate mistakes with effort |
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Analyze past success |
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Repeat past success |
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| >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> |
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Students cultural differences |
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Disabilities |
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personal style |
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Accept the doer , not the deed |
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Greet students |
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Listen |
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Teach them to ask for attention |
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Attend school events |
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Recognize birthdays |
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Send cards , massages to absent students |
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Individual conferences |
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Appreciate the doer , not the deed |
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Use three part appreciation statements |
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Give wtitten words of appreciation |
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Affirm the doer , not the deed |
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Enthusiastic |
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Acknowledge positive traits verbally or in writing |
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Be a talent scout |
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Give affection with no strings attached |
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Show kindness , and it will multiply and be returned |
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Show friendship |
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| >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> |
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| HELPING STUDENTS CONTRIBUTE |
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| ENCOURAGE STUDENTS' CONTRIBUTION TO.................... |
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* Circle of friends |
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* Peer tutoring |
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* Conflict resolution |
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* Peer recognition |
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* Invite students to help with daily tasks |
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* Request students curriculum choices |
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* Appoint recorders |
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* Involve students in building the learning environment |
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* Schedule work service periods |
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* Appoint area monitor |
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* Adopt a zoo animal |
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* Promote volunteerism |
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* Acknowledge random acts of kindness |
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* Contribute to community drives |
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* Recycle |
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* Clean up the neighborhood |
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| >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> |
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| ATTENTION SEEKING STRATEGIES |
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| NOTICE THE APPROPRIATE BEHAVIOR |
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| CLARIFY the DESIRED BEHAVIOR |
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| Create a lesson from the behavior |
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| XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
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| Modify the Instructional Methods |
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| Use concrete learning materials |
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| Use computer based instruction |
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| Teach the 7 intelligences |
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| State your belief in their abilities |
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| Stage an "I can't funeral " |
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| Encourage positive self-talk |
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| Post positive classroom signs |
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| Require 2 "put ups" for evry "put down" |
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| Encourage positive self talk before tasks |
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| Teach Procedures for becoming "unstuck" |
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| Brainstorm ask for help gambits |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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. |
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| 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_____________. |
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| DELIVER A CLOSING STATEMENT- This technique
use one line statements to indicate to the student that the confrontation has ended for us. |
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| As with all graceful exits , particular attention
must br given to paraverbals and kinesics. Sracasm is not acceptable.EXAMPLES: |
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| "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." |
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| ************************************************************************************ |
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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.
