1. Chapter 8: Management and Discipline
Plato’s Physical Education:
A guide to teaching physical education at all levels and in all environments.

2. Definition Management Discipline
A plan to prevent problems from occurring in a class.
Discipline
A plan for handling problems that do come up in a class.

3. Teaching / learning styles
Visual
See it done
Actually perform the skill with equipment
Auditory
Explain verbally the steps
“step one is….”
Kinesthetic
Student actually completes the skill

4. Management plans
Lesson plans should be written to minimize (or eliminate) any discipline issues
Understanding learning styles can help connect to students, thus limiting problems
Be proactive, not reactive

5. Lesson plans and learning styles
Central demonstration
Teacher performs skill one time full speed
Visual learners
SAM’s
Teacher goes through each step one-by-one, students watch
Auditory
Slow motion demonstration
Teacher repeats steps again, but students perform steps with the teacher
Kinesthetic
Dry run
Students perform skill without equipment, full speed

6. Equipment
One of the easiest ways for students to cause problems is with equipment
Do not let the students have equipment until they need it
Cant cause problems if you don’t have it.
Have a rule for how to hold the equipment
Give it a hug
Stand with your toes on it

7. Positioning ALWAYS be able to see everyone
Do not let students behind you
Often this is a goal of students
Learn to walk sideways

8. Location Where in the classroom are you?
Make sure to move around the room
See every student every day
If you have troublemakers, position yourself nearest to them as much as possible

9. Watch your words
Refer to equipment by its actual name, do not shorten it
Call things volleyballs, or basketballs, etc
Do not call them balls
If you stop the class by yelling “hold your balls” what will the 9th grade boys do?

10. Discipline
Always refer to the rules of the school before making discipline decisions.
Sometimes the school already has a procedure in place to follow.
Discipline can be handled differently based on different safety concerns
Same issue causing a safety concern is a higher priority than one that does not.
Golf ball hit towards an open field vs hit at a group of students.

11. Threats vs injuries
A student threatening to hit another student may concern them as much as actually being struck
This can be labeled as bullying and can be just as serious as an actual strike.

12. How to address these issues
Differences in students
The “good student”
The “bad student”
Is there a safety concern?
School procedures

13. Create a chart Create two separate charts
Crime
Punishment
Label each one (separately) from 1 to 10.
Now rank the crime or the punishments as they go from not severe (1) for severe (10)
Then put them together
You may need to adjust a little for variences.

14. Other concerns 1. School procedures 2. Is it a 2nd or 3rd offense.
3. Remember the age of the student
4. Be positive
List the positive things the student can do
5. Draw a line between major and minor offenses

15. Increasing behaviors Shaping Chaining Prompting Modeling Token economy
Apply reinforcements to specific behaviors
Chaining
Baby steps to changing behaviors
Prompting
Make student aware of problem without making an issue of it
Modeling
Teacher demonstrates correct behaviors
Token economy
Reward for good behavior

16. Decreasing behavior Time out Teacher assistant Removal of a positive
Gets them away from the negative
Could be their goal
Teacher assistant
Puts them in the spotlight
Could show off
Removal of a positive
No game at the end
Detention
Make up for the issue outside of class.