1. KNR 364

2. Who are today’s students? Prior experiences Values Development (physical, psychological, emotional) Parental support/interference Access to technology Health Issues Motivation to participate

3. The Bully A student who attempts to control, dominate, and maintain power over another

4. Nondressers Elementary Level Middle School Level High School Level

5. Class Clown Often funny but does not know when to quit and disrupts others Diverts teachers’ attention (could lead to safety issue)

6. No effort How do we define effort? How do we measure effort? How might effort relate to grading?

7. The Hider Students who do not want to be noticed So what?

8. The Fashion Plate Cannot get sweaty and find physical education outfits not up to their standards so therefore refuse to participate What can you do?

9. What will you do? Use of foul language Lying and tattling Cutting or leaving class Fighting

10. Supaporn, Dodds, & Griffin, 2003 An ecological analysis of middle school misbehavior through student and teacher perspectives All classrooms are made up of task systems (instructional task systems, managerial task system, and student social task system) Effective teachers are able to manipulate these task systems to support their primary goal (student learning)

11. Supaporn, Dodds, & Griffin, 2003 Misbehavior disrupts the learning environment and decreases student learning opportunities Teachers and students have varying perspectives on misbehavior Case study (one teacher and 14 students) Participants described misbehavior as doing what you weren’t supposed to do or not doing what you were supposed to do

12. Supaporn, Dodds, & Griffin, 2003 Students and Teacher talked about RRE related misbehavior Verbal: swearing, criticizing peers, talking, yelling, arguing with teacher Physical: wandering around, fooling around, walking on bleachers, inappropriate use of equipment, hanging on basketball rim, leaving the gym, hitting, pushing, kicking, fighting Video analysis revealed far more misbehaviors than the teacher and students noticed during the lesson.

13. Supaporn, Dodds, & Griffin, 2003 Primary goal of Mr. B was social in nature: he goes along with the students to get along Mr. B lacked specific RRE which contributed to student misbehavior Student judgment of misbehavior differed from Mr. B Mr. B had low expectations or vague expectations for student behavior and often ignored misbehavior Ignoring misbehavior was interpreted by students to mean that misbehavior did not occur Much misbehavior occurred behind Mr. B’s back

14. Henninger & Coleman, 2008 De-escalation: How to take back control in your urban physical education classes Teachers feel unprepared to deal with the frequency and quantity of minor disruptive episodes that 28 occur in physical education classes (Henninger, 2006) Order is the establishment of a classroom environment that supports desired learning processes and tasks (Doyle, 1986)

15. Henninger & Coleman, 2008 De-escalation is a set of teacher behaviors that, when working in combination, help teachers limit the impact of students’ misbehavior on the maintenance of order (Henninger, 2006) De-escalation consists of two skill sets, proactive and reactive techniques designed to minimize or detract from the energy that disruptive situations add to the classroom

16. Henninger & Coleman, 2008 Proactive techniques refer to skills used to gain and maintain mutual respect between teachers and students. Reactive techniques refer to skills used to deal with minor behavior disruptions once they’ve occurred in an effort to minimize the disruption and prevent it from escalating Each time a teacher addresses a disruptive situation, the goal should be to stop the disruption without interfering with learning

17. Henninger & Coleman, 2008 The de-escalation process acts much the same way as the lid does when putting out a grease fire- it minimizes the energy that fuels disruptions, which allows teachers to get back to teaching and promoting learning.

18. Behavior Management Plan Must be explicit Must be used consistently Must be fair Must be progressive in nature (for example: verbal warning, detention, Saturday school, parent teacher conference) Must not include use of exercise as punishment How you handle misbehavior with one student will dictate how other students respond