developing and maintaining a learning environment dr. ayers hphe 4480 western michigan university
DESCRIPTION
- Customary way of handling tasks (usually daily tasks) -Establish expectations to mold S behavior Locker room, pre-class, lesson, end-of-lesson -Introduce and practice until “routine” -Must be reinforced consistently* RoutinesTRANSCRIPT
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Developing and Developing and Maintaining a Learning Maintaining a Learning
EnvironmentEnvironment
Dr. AyersHPHE 4480
Western Michigan University
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ManagementArranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the content
Teaching Functions
ContentWhat is to be learned
GOOD MANAGEMENT IS NECESSARY BUT NOT SUFFICIENT FOR EFFECTIVE TEACHING *
TEACHING IS AN INTERDEPENDENT PROCESS
Goal of good management systemHigh level of engagement in appropriate tasks
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-Customary way of handling tasks (usually daily tasks)
-Establish expectations to mold S behaviorLocker room, pre-class, lesson, end-of-lesson
-Introduce and practice until “routine”
-Must be reinforced consistently*
Routines
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Common Routines• Locker room• Before Class• Attendance• Lesson-Related• Grouping• End of Lesson• Late Arrivals• Water/Bathroom Breaks• Injured Students
• Learn the routines at your 20-hr site
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-General expectations for behavior
-Teach as concepts (across a variety of +/- situations)
-Guidelines *:Developed cooperatively w/ T and SsStated positivelyMake explicit (post in facility)Reinforce consistently and fairlyFew in number (3-5)
Rules
MAKE YOUR OWN FOR YOUR UNIT: “go”
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• When others are talking, we will respect them by listening
• We will support the efforts of others by encouraging them as they perform
• We will use our equipment and space responsibly
• We make our best effort at all tasks
• We will cooperate with others by sharing equipment
Examples of Rules
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Developmental Considerations• Take students’ personal social development
into consideration
• Develop a progression for personal social development
• Rules for K, 2/3, 5/7, 8/9, 10+ should be arranged hierarchically
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• Stage 1: K-2/3- Adults are important. Teaching rules must be thorough and reinforced frequently
• Stage 2: 2/3 through 5/6- Teacher still important. Review rules/management
• Stage 3: 5/6 through 9/10- Peers are most important. Peer contingencies, group goals very effective. May have to work with individual students
• Stage 4: 9/10+- Personal responsibility for all actions approaching adult perceptions
Stages of Social Development
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• Share clear expectations– Consequences– Reinforcement (Tangible, Token, Social, Activity?)
• Identify your ultimate goal for student behavior (Personal-Social Skills)
• Communicate expectations in advance
Teaching Routines/Rules
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• Positive is more effective than negative
• Inappropriate student behavior is not a personal attack
• Discuss appropriate/inappropriate behavior
• BE CONSISTENT
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Gaining/Maintaining S CooperationPlan progressive experiences toward
learning environment goal (Box 6.2, p. 115)K-2/3: Compliant, want to please teacher
2/3-5/6: Compliant, need less management time
5/6-9/10: Peers most important, motivation becomes an issue
HS: Maturation results in less mgmt time
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Know your own expectationsWatch your cooperating T this semester; what is ok? What does (s)he let go? Clarity→consistency
Know the ultimate goal for S behaviorThink long-term; what do you want next year? 2 yrs?
Share your behavioral expectations in advanceDo not wait on misbehavior to teach good behavior
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Help Ss internalize appropriate behaviorExplain WHY these rules existEncourage S participation in rule/behavior expectationsTeach rules for learning tasks too-How do you actually practice a skill?-How do you work with others?-What do you do if you infringe on others’ space?-How do you get T attention for help?
Management is ongoingContinually work to help Ss achieve self-control
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Developing Self-Control & Personal Responsibility
National/State standards highlight this aspect5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings
6. Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction
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Nature of our setting fosters personal/social skills-Moving from external to internal control →decision making skills
-Guiding Ss to higher level functioning is part of physical educators’ professional responsibility
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Hellison’s Developmental Levels
0: Irresponsibility
1: Self-control
2: Involvement
3: Self responsibility4: Caring
5: Outside the gym
Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervisionNot highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of complianceDemonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of successCapacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for themCooperative, supportive and caring about others; willing to help others
Transfers responsible behavior to life settings outside the gym; personal responsibility for actions
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Strategies emphasized in Hellison’s model*-Create awareness of appropriate behavior & goals
-Provide opportunities for Ss to reflect on their behavior relative to behavior goals
-Provide opportunities to set personal behavior goals
-Establish consequences for both +/- behavior
-Include Ss in group processes to share T ‘power’
-Help Ts interact with Ss in growth-producing ways
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Behavior Modification (Box 6.4, p. 119)Clear expectations and reinforcementStage One
Order a S to desist (stop behavior)Have S state rule being brokenState expected behaviorHairy eyeballProximityAllow S to choose work area to avoid temptationTime outPut S at end of line/group (go last)
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Stage TwoConference with SIsolate S in hall/away from classSend home noteCall parentsDetentionRemove privilege
Stage ThreeDeny special class treat (free time at end)Create behavioral contractSend S to office Corporal punishment
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Transition from T to S-centered control challenges-Overuse of external rewards
-Failure to withdraw external rewards
-Lack of flexibility in rules, regulations & expected behavior for different contexts
-T willingness to have a “busy-happy-good” environment
Ineffective Management Factors
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Authoritative ManagementTs have a firm but flexible management
position-Rules, procedures expectations context-dependent-Expectations vary by class, content, student
Ts teach self-directed behaviorInternal control and self-discipline valued
Ss gradually assume more self-responsibility-Transfer of responsibility for behavior goal-Create situations in which Ss demonstrate increasing personal responsibility
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Group ProcessesInvolve Ss in decision making
-Include S input when novel situations arise-Remind Ss that THEY made rule when reinforced
Resolve conflicts through discussionReal-time issue; very dynamic environment needed
Role-playing to convey concepts-Allows Ss to ‘put themselves in another’s shoes’-Make explicit what happens during ‘skit’ and then summarize lesson(s) learned
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Final PointsPrevention is the best medicine
Withitness, overlapping, hairy eyeball, proximity *Widespread class misbehavior
-Stop class and specifically address problem(class desist)-Address problem-Identify as inappropriate-Focus Ss on desired task/behavior-STAY POSITIVE
Treat Ss as you wish to be treatedBe gentle; determine WHY behavior occurs, address problem, not person
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An on-going process
Must be a priority in every lesson
Is more effective when positively approachedRoutines
RulesReinforcement
Management Summary