Class Management 101:

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Class Management 101

• Helping New Teachers Succeed from Day 1
• Dr. Matthew Cummiskey
• Please sign in
• Materials available later via website

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• The linked materials for this presentation can be
  found on the following webpage
• http//www.ccsu.edu/physedhltfit/faculty/cummiskey
  /mngt-motiv/mngtmotiv.htm

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Discussion

• What are some concerns you have about behavior
  management?

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Activity

• Write down two misdeeds or favorite teacher
  torture techniques while in school? Try and have
  at least one be PE related.

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Student misbehavior is the 1reason teachers
leave the profession!
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Benefits

• Increased learning
• Increased time on task
• Better perception of PE PA
• Increased teacher satisfaction
• Increased safety
• Increased social skills/responsibility

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Overview of Presentation

1. Creating a Positive Atmosphere
2. Designing a Proactive Management Plan
3. Talking with Students
4. Behavioral Approach
5. Increasing Appropriate Behavior
6. Decreasing Inappropriate Behavior
7. Humanistic Approach

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Creating a Positive Atmosphere

• Teacher Traits
• What are some positive teacher traits you would
  like to exemplify or have seen in the past?

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Learning names - Be Persistent

• Do attendance
• Greet and dismiss by name
• Use names when addressing
• Name tags (reusable)
• Label a photograph (get permission)
• Brief note/description in attendance roster
• Adjective with name (Blue-eyed Brian)
• Check names during assessments/assignments
• Past yearbooks
• Squads/assigned location grid
• Games with names (i.e. tag tell teacher your
  name)
• Practice visualization student faces later

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Selection of Activities

• Incorporate games where must students are active
  and also allow for differentiation.
• Reduces fishbowl effect
• Use non-elimination games
• Avoid high pressure, low activity games
• Relays
• Beware overly competitive activities, incorporate
  cooperative challenges
• Forming groups/partners
• NEVER use captain to pick teams in front of the
  others

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Positive strategies

• Catch being good (K-4/5)
• Publicize photos (get permission) bulletin board
  
• Have a student repeat what they did in front of
  the class
• Post records (fitness, coop)
• FUN
• Play music

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Catch Being Good Optionsfrom behavior advisor

• Secret Student
• The Sticker Chart
• Raffle System - drawing at end
• Name on Board get to be line leader or some
  other reward
• Alarm System

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Positive Gymnasium

• Non-naked gym how could you make a gymnasium
  more educational and inviting?
• Posters
• Pictures of students/activities
• Wall/floor art

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Designing a Proactive Management Plan

• STUDENTS NEEDS STRUCTURE
• Preinstructional phase
• Develop lesson plan, procedures, mentally
  rehearse plan
• Be especially careful at transition times
• Instructional phase
• Continually monitor and adjust instruction to
  maximize learning, motivation, and on-task
  behavior
• Evaluation phase
• Reflect on first two phases and determine overall
  effectiveness

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• Preinstruction is AS IMPORTANT and perhaps more
  important than instruction in terms of behavior
  management.
• Many teachers set themselves up for ineffective
  instruction and perhaps disaster even before they
  step into the gymnasium by not preparing
  properly.
• 80 of behavior management issues are related to
  TEACHER PLANNING.
• No rules/routines, boring activities, waiting in
  line, not enough equipment, already mastered
  skills (developmentally inappropriate),
  groupings, poor transitions, inadequate
  directions

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1. Preinstruction - Rules

• Creating Rules
• Keep rules simple and to the point
• No more than 5 rules
• Consider the domains of learning (C, P, A)
• Should be positive and age-appropriate
• Should be more general than specific
• Involve students in rule formation and
  consequences
• Practice the rules via role play scenarios
• Define words with examples or scenarios (respect
  etc)

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Remember, state rules positively
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1. Preinstruction - Routines

• Any task that is repeated frequently needs to
  have a routine.
• Routines eliminate confusion and increase
  instructional time.
• Do not leave any part of a routine open to
  interpretation
• What are some examples of routines for a PE?
• Elementary Examples
• Secondary Examples

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Series of Consequences

• West Phila HS
• Verbal or non-verbal reminder of appropriate
  behavior (warning)
• Nonverbal examples hold up hand like stop sign,
  some teachers hold up a finger, 1 first time, 2
  second time
• Grade adjustment (level of involvement rubric) -
  be objective and create a system which students
  can read/understand
• Assignment (from fitness/health textbook)
• Community service
• Lunch students given 10 minutes to get lunch,
  report to gym, eat (usually with me), then
  perform some service (dust mop gym, pick up
  trash, set-up for next class). This was a great
  time to get to know the student and just talk
  mano y mano.
• After school similar to above
• Phone call home (sometimes earlier, depends on
  home)
• Referral to administration (dreaded pink sheet)
• Parent conference 3 way with me, student, and
  parent(s)

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2. Instruction

• Day 1 Orientation - example
• Withitness 6th sense (eyes in back of head)
• Provide continual feedback, this reminds students
  the teacher is engaged with and watching the
  class
• Example video
• Circulate around the gym - dont root in one
  place
• Start promptly, keep things moving, and allow a
  few minutes before class ends for a quick review
  and/or clean up
• Use music to motivate
• Back to the wall -
• Keep all students in your line of sight
• Be dynamic and motivating while teaching.
• Youre awesome, great hustle, someone has
  got their game on today Mr. Pulisciano,
  Cheshire, HS

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Summary

• Preinstruction
• Safety
• Dev. app. act.
• Rules/conseq.
• Routines
• Excuses
• Transitions
• Groups/partn.
• Enter/exit
• Equipment

• Instruction
• Orientation session
• Boundaries
• Signals
• Withitness
• Hustles and prompts
• Handling disruptions

• Evaluation
• Session time
• ALTPE
• Management time
• Reflection and ideas for improvement

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Talking with Students

• Teachers must demonstrate authority
• OK if assertive but not dictatorial
• This is my decision. I have considered
  several options, and this is what we are going to
  do. It is my job to make sure that.
• Dictatorial
• Do this because I said so
• Think of it like the three types of parenting
• Authoritarian dictator, hostile
• Permissive laissez faire (non-assertive, hands
  off)
• Authoritative firm, calm, confident

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Language When Talking to Students

• TALKING TO A STUDENT 1 ON 1
• Step 1Identification of the problem with an I
  statement
• Step 2 Active Listening (if necessary)
• Step 3 Two Options

Student Centered Response Decide upon a solution
together and get student to verbally agree to it.
ie not sharing What can you do that change
that

• Assertive Discipline
• Response cost
• Time out
• Daily report
• Etc

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Behavioral Approach
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Using Reinforcers

• Social reinforcers
• Non-verbal - smile, grin, high-five
• Tangible reinforcers
• Sticker, dollar store item, equipment (PE scarf),
  physical activity
• Superstar take home to parents
• Privileges
• Line leader, distribute/collect equipment,
  demonstrating a skill, teachers aide
• Token Economy
• Whole class accumulating points toward a class
  reward
• If were good, we have time for the fun game I
  have planned
• Q what if one individual constantly spoils it?
• Individual collecting PE bucks or school bucks
  (usually with principals picture) towards a
  reward you specify

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Using Reinforcers

• Prompting use cues to remind students how they
  will perform a desired task.
• Now boys and girls, how are we going to sit down
  when the music stops?
• Did you see how Shaniqua sat down, lets have
  everyone do that
• Premack Principle reward students in PE with
  activities they choose independently.
• If students love 4 square during recess, use it
  as a reinforcer

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Seeing Results

• If you dont get the behavior you want, the
  approach IS NOT WORKING!
• Example telling a student to stop talking and
  they continue

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Differential Reinforcement

• Differential reinforcement turning negatives
  into positives.
• Ask a student to answer a question or demonstrate
  a skill to interrupt inappropriate behavior.
• Beware students linking misbehavior to this
  strategy

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Prevention

• 1st line of defense non-invasive strategies
• Proximity
• Eye contact
• Hand gestures
• Vocal variety
• Name in a sentence
• Wait time
• The goal is to reduce lost instructional time
• OK to tell students what to do (expect) AND what
  not to do.
• By telling a student what not to do, you are not
  generally giving them ideas. They will figure
  out ways to misbehave on their own. Except if
  the misbehavior is obscure.

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Withdrawal of Reinforcer

• Planned Ignoring use when behavior (what is
  reinforcing) is benign, short, and doesnt affect
  the group. Student is not getting the attention
  they crave.
• Example Talking quietly/quickly, continuing
  activity after stop-command briefly, daydreaming
  (unless frequent)
• Not to ignore Armpit noises, tapping feet
  quietly then more noisily, repeated interruptions
• Looking for attention
• BE CAREFUL DO NOT ignore too much or it will
  get worse
• This is a frequent error with beginning teachers

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Withdrawal of Reinforcer

• Guidelines for Response Cost
• Move through your hierarchy of consequences
  (again, for some students this will not be
  effective)
• Suggested to review hierarchy during day 1
• Use a calm, firm, respectful tone of voice when
  administering consequences

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Withdrawal of Reinforcer

• Response Cost taking away a reinforcer
• Reduce grading points (affective rubric)
• Eliminate educational games and use drills
• Remove tokens in a token economy
• Class time have the students repeat until done
  correctly
• Wait time cant get to the next activity or the
  culminating activity until proper behavior is
  displayed.
• I had a really fun activity planned at the end
  but Im not sure if well have time for it if you
  keep talking.
• Dont nag or plead (shows weakness) follow
  through
• 1 warning or zero warning is enough
• If you warn 5Xs, students learn they can
  misbehave four times before a consequence.

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Withdrawal of Reinforcer

• Time out removing a student from
• a reinforcing environment.
• Seclusionary removal from activity but still in
  gym
• Must consider place, access to equipment, access
  to others, safety, visibility - the place should
  not be rewarding
• Have the student complete a Time Out Worksheet
  before returning or a Establish routines for
  time-outs
• Self time out
• Students remove themselves if they feel unable to
  cope
• Must notify teacher

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Withdrawal of Reinforcer

• Time out Guidelines
• Be consistent same place (create routine)
• If theres time, explain reason why
• DO NOT make time out reinforcing
• i.e. Talk, explore, engage passers by, get
  involved
• Reset the time if students are inappropriate
  (back to the start of time out)
• Do not allow them to avoid selected activities
• Keep time outs 5 minutes or fewer
• The younger, the shorter the duration

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Aversive Stimuli

• Verbal Reprimands
• Concise
• Listen please (not stop talking)
• Hands to yourself (not stop it)
• "What should you be doing right now?"
• Look and sound like you mean it! Have a good
  game face!
• Expanded Telling students what behavior is
  unacceptable and why
• Eli, please hold onto the ball. I find it
  distracting as do other students.
• Book Joy, interrupting is impolite. It makes it
  difficult for others to follow my instructions.
  Please wait until I have finished to ask a
  question.
• DO NOT ridicule, insult, demean
• If a student loses face, youve lost them (peer
  reputation is powerful)
• Students will turn against you
• NEVER yell at students or use disrespectful
  language (that is a loss of control on your part)

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Aversive Stimuli

• Contracts
• Paper ones make it generic so you can fill in
  specific information.
• Guidelines
• Be sure that the student understands the concept
  of contracts by asking him/her to give an
  example.
• Discuss and/or negotiate the requirements,
  reward, level of achievement, renegotiation date,
  etc
• Read, sign, have a witness (someone with
  standing)
• Example

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MS HS Considerations

• Game face appropriate tone and demeanor (firm,
  organized, purposeful
• Exude a confidence that you WILL keep the class
  under control and certain behaviors ARE expected
  and those contrary will NOT be tolerated
• Incorporate level of involvement and/or affective
  rubric into student grades
• Hold students accountable for skill improvement
  via assessments such as skill and cognitive
  quizzes
• Be age appropriate with praise
• Dont allow certain students to work together
  during class

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Building Rapport

• Rapport is extremely important-Mr. Pulisciano,
  Cheshire HS
• Get to know your students as soon as possible
• Smile when appropriate and have a good sense of
  humor
• Demonstrate concern for students
• Have fun show your personality (within reason)
• Relate to students in and out of classroom (say
  hi in the hallway)
• Get to know their world (ask questions about
  their weekend etc)
• ALWAYS remember though, you are the teacher, not
  one of their friend

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MS HS Considerations

• Plan lessons with behavior management in mind
• Complexity of drills, number of partners, amount
  of equipment, start with easy/fun unit, area of
  playing surface, gym vs. outdoors
• Only under severe conditions should a student be
  sent to the office (it demonstrates a loss of
  control on your part).
• Create a daily report (may combine with a
  contract)
• Show concern for the students (especially in one
  on one conversations)
• Time out is not appropriate for HS, maybe MS
• ALWAYS keep your cool

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Discussion

• What stories of success can you share that might
  be of benefit to others?
• Can be PE related or from other settings

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• Humanistic Approach

• Definition focuses on the development of
  self-concept, interpersonal relationships,
  intrinsic motivation, improved thought patterns,
  personal and social responsibility, and other
  qualities of good character.
• Also called the psychoeducational approach

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Model 1 - Hellisons Modelof Social
Responsibility

• Hellison in-action
• Examples 1, 2
• Modified Hellison

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Practical Strategies

• Post Hellisons model on the wall or just the
  level 5 behaviors (age appropriate).
• Use exit questions related to personal and social
  responsibility (thumbs up/down, touch answer on
  wall, 1 question quizzes)
• Ask questions
• Did someone help some today?
• Who said something that encouraged someone?
• How would a level one person get equipment
• Daily Hellisons model grade
• Farmington example (wonderful!)

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Practical Strategies

• Role model appropriate behavior
• Have students demo level 5 behavior
• Students write reflections on their level of
  prosocial behavior or level of social
  responsibility (Hellison)
• Have students complete a personal responsibility
  goal sheet
• State affective goals related to Hellisons Model
  in the initiation and review in the closure.
• Awareness talk - Monitor classroom dynamics and
  discuss problems you see arising with the whole
  class.
• Teach students how to give feedback

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Model 2 - Character Education

• Definition - involves teaching children about
  positive character traits (I would suggest not
  using the word values). The goal is to raise
  children to become morally responsible,
  self-disciplined citizens.
• Honesty, self-discipline, compassion (kindness),
  responsibility, friendship, work, courage,
  perseverance, loyalty, citizenship, and respect
• Example from SSW
• Websites
• www.cortland.edu/c4n5rs
• www.character.org

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Practical Strategies for Character Ed

• Catch students being good (pinpointing)
• Emphasize a different character trait each month.
  
• Incorporate in initiation or closure

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Other Strategies-Talking Bench

• Students attempt to resolve their own dispute.
• Student answer a series of age-appropriate Qs
• What caused your disagreement?
• Explain how you felt.
• What solution did you agree on?
• Two options
• Have the questions on the wall. Students answer
  the questions verbally and the teacher questions
  students to determine if the conflict was
  appropriate resolved. If yes, the students
  return to activity, if not, the students return
  to the talking bench.
• Each student write their responses on a form
  which is given to the teacher

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Any Questions?
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Thanks for Coming!

• Enjoy the rest of the conference

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Additional Materials

• Dr. Cummiskeys Website
• http//www.ccsu.edu/physedhltfit/faculty/cummiskey
  /wikipe.htm
• Contact me
• cummiskeymad_at_ccsu.edu