Behavioral Management & Discipline Proactive Approach vs Counterproductive Approach Proactive Approach Counterproductive Approach

1. Maintain your composure. Students dont know your trigger points unless you reveal them. If you lose your temper students may lose respect for you and regard you as an ineffective teacher. 1. Preaching or Moralizing. Example telling students they should know better than that ! If they actually knew better" they might not have behaved in an unacceptable manner in the first place. Students make mistakes because they are inexperienced and learning as they go. #art of learning is making mistakes. $orrect mistakes in a %uiet and caring manner. 2. #hreatening. *hreats are ultimatums intended to terminate undesirable behavior" even though you know you cannot carry them out. Example If you dont stop that" Im going to kick you out of class"! sounds tough but is usually impossible to enforce. If students hear numerous idle threats" theyll start to tune out and their respect will wane. $. %rdering & Commanding. If teachers sound too bossy" students begin to feel like they are nothing more than pawns to be moved around. .sk students firmly but respectfully to carry out tasks. $ourtesy and politeness are re%uisites for effective teacher/student relationships. &. (nterrogating. +hen there is a problem 1i.e. argument between two students2" an initial reaction is to try and figure out who started the argument rather than deal with the feelings of the students. 3ittle is gained by trying to solve who started it.! *ry calmly saying" 4ou know loud arguing is not acceptable behavior in my class. 4ou must have been very angry to place yourself in this situation.! *his encourages students to talk about their feelings rather than place blame on others. It also communicates a caring and concerned attitude toward students even when they misbehave. ). *e!using to +isten. *his commonly manifests itself as 3ets talk about it some other time.! .t times" such as during instruction" this response is necessary. (owever" if you always refuse to listen" students will avoid interaction and believe you dont care. ,. +a"eling. 3abeling is characteri5ed by telling students" Stop acting like babies! or 4oure behaving like a bunch of loonies.! *his is degrading and dehumani5ing to students. 0ften" labeling is done with the intent of improving performance. In actuality" it is usually destructive and leaves students with negative feelings.

2. Ackno ledge your !eelings hen student mis"ehavior occurs. &o you feel angry" threatened" challenged" or fearful' (ow do you typically respond when a student defies you' )now and understand yourself. $. Design a plan !or hen di!!icult !eelings arise. +hen you feel anxiety building because of student misbehavior" use a calming approach such as counting to ,- before responding" or take five deep breaths" or avoid dealing with the student misbehavior until you feel your emotions are under control. &. 'no your options !or dealing ith the challenging "ehavior. *alking meaningfully with students is best done after class if it is going to take more than a few seconds. 0ptions to use when you have only limited time include discreetly warning the student" removing the student from class" or sending another student for help if a situation is severe or escalating.

Cooperative Approach to Con!lict *esolution

,. Stop the aggressive behavior immediately 7. 8ather data and define what happened :. ;rainstorm possible solutions 6. *est the solutions 9. Implement the plan <. Evaluate the approach

Decrease .naccepta"le Behavior /kno your options0

,. Ignore or gently reprimand the behavior 7. 8ive a time/out :. =emove from activity 6. >ake a phone call home 9. Send the student to the principal <. Suspend or reassign the student

(mplement -our Management Plan

&evelop awareness of class D ;e a leader" not a friend D $ommunicate high standards D &iscipline individuals 8ive positive group feedback D .void negative group feedback D Ese activities that involve the entire class

Corrective 1eed"ack
&o not reprimand publicly +alk away State your position &ont threaten or bully Speak about the behavior .void touching Isolate the student and yourself =einforce acceptable behavior

&arst" #. +." #angra5i" =. #." Sariscsany" >." ? ;russeau" *. .. 17-,72. Dynamic physical education for secondary school students 1@th ed.2. Aew 4orkB ;enCamin $ummings.