1. Management PHED 2017 Every individual matters. Every individual has a role to play. Every individual makes a difference. Jane Goodall

2. OVERVIEW What is Management? Creating a positive learning environment Proactive management strategies Developing responsible student behaviour Positive strategies for responding to misbehaviour

3. 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

4. Where does management fit into planning and teaching? Psychomotor AffectiveCognitive GOOD TEACHING Analytical Intellectual Rational Reasoning Thinking Influence Inspire Impress Persuade Touch Physical Run Jump Throw MANAGEMENT

5. Creating a positive learning environment A positive learning environment involves a combination of:  Management skills  Learning experiences that address the AFFECTIVE domain

6. Have Things Really 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

7. 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) Kohlberg 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

8. 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?

9. 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?

10. What happens is not as important as how you react to what happens. Thaddeus Golas

11. Proactive Management Strategies Proactive 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

12. Routines vs. Rules Routines – recurring behaviours in gym class which, when done correctly, maximize active time Routines Rules – general behavioural expectations for a variety of situations with clear consequences for their violation Rules

13. ACTIVITY... With a partner or small group, develop a set of RULES for your PE class Keep 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

14. Other Proactive Management Strategies: Communicate high standards Discuss rules & consequences Practise rules & routines! Consistently reinforce R&R Positive group feedback Deal with non-participation “When I say go” Reduce transition time

15. Developing Responsible 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

16. Positive Strategies for Responding to misbehaviour... Remember, it’s not the circumstance, it’s your REACTION to the circumstance!REACTION ◦ Composure – 10 count ◦ Know your options (PLANNING!) ◦ Reflect back – what lead up to it?

17. Possible Responses Immediate: Non-verbal signal Proximity Quick verbal reminder Verbal reprimand (address behaviour not the student) ◦ Private vs. public Later: Brief discussion after class Removal of privileges

18. Verbal interactions: Negative interactions will result in more problems later ◦ Threatening ◦ Ordering ◦ Interrogating ◦ Labelling FOCUS on the positive!

19. Establish a Series of Steps Warning Time out Behaviour contract /principal involvement Deal with the STUDENT first, then... Phone call to parent Meeting with parent Consider YOUR system – penal or reward?

20. Resolving conflicts between students: STOP DEFINE problem BRAINSTORM solutions CHOOSE a solution ACT on the solution EVALUATE Listen to BOTH equally