Maintaining Appropriate Behavior Chapter 10 Maintaining Appropriate Behavior

Chapter 10 Key Points Children Moving follows a positive approach, employing techniques that: Create appropriate behavior Reduce inappropriate behavior Siedentop (1991) defines appropriate behavior as positive behavior that is consistent with the educational goals of a specific education setting

Chapter 10 Key Points Despite effective managerial and instructional task systems, some children have difficulty adhering to behavioral boundaries established When inappropriate behavior occurs, teachers should examine: His/her own behavior Appropriateness of lesson His/her own performance as teacher Children like teachers who are fair, consistent, accurate and unemotionally involved

Chapter 10 Key Points Six techniques for increasing appropriate behaviors: Proactive Strategies (3) increase the likelihood that appropriate behavior will continue Reactive Strategies (3) are used after the inappropriate behavior has occurred

Six Techniques to Increase Appropriate Behavior Proactive Techniques Positive interaction: verbal and nonverbal interaction Eliminating differential treatment: not singling out children with a reprimand each time they display inappropriate behavior Prompting: reminding students what is expected of them Reactive Techniques Ignoring inappropriate behavior: when it is of short duration, a minor deviation, reacting to it would cause interruption Nonverbal teacher interactions: simple nonverbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal Person‑to‑person dialogue: talking with student outside of physical education class

Chapter 10 Key Points Techniques for decreasing inappropriate behaviors Employed when strategies for increasing appropriate behavior do not work Should always be accompanied by techniques to increase appropriate behavior

Techniques to Decrease Inappropriate Behavior Desists: a verbal statement that tells a child to stop doing something Time‑outs: withdrawals from class for a specified amount of time Planning time: resolving conflicts with another person Behavior contracts: formal agreement between teacher and student Letters to parents: listing specific violations Involving the principal: as a last resort

Techniques for Maintaining Appropriate Behavior in Entire Classes Incorporating a system for developing student responsibility—Hellison’s Social Responsibility Model Class rewards—class as a whole can earn rewards for abiding by class rules Token systems—rewards desirable behavior by giving tokens that can be exchanged for various rewards Behavior games—teaching appropriate behavior via a game

Chapter 10 Key Points The Social Responsibility Model in Physical Education (Hellison) Focuses on empowering students to take responsibility for their own bodies and lives be sensitive to right, feelings and needs of others Is a philosophical approach to teaching, focusing on creating personal and social responsibility through physical activity

Other Teaching Skills that Promote a Positive Learning Environment Move throughout the class in an unpredictable pattern Scan the class frequently Be seen and heard by all children Provide clear, concise directions Check for understanding Maintain with-it-ness Practice overlapping Avoid dangles Avoid flipflopping Use targeting