Developing and Developing and Maintaining a Learning Maintaining a Learning

EnvironmentEnvironment

Dr. AyersHPER 4480

Western Michigan University

ManagementArranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the contentContentWhat is to be learnedGOOD 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

Teaching Functions

-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

-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

Gaining/Maintaining S Cooperation

Plan progressive experiences toward learning environment goal (Box 7.2, p. 142)

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

Positive more effective than negativeTeach expectations, reasons for rules, address problems constructively/cooperatively

Inappropriate behavior is not a personal threatBe caring, concerned, firm

Rely on instruction/persuasion, not power/assertion

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

Help Ss internalize appropriate behaviorExplain WHY these rules exist

Encourage 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

Developing Self-Control & Personal Responsibility

National standards highlight this aspect

5: 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

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

Hellison’s Developmental Levels

0: Irresponsibility

1: Self-control

2: Involvement

3: Self responsibility

4: Caring

0: Irresponsibility

Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervision

Not highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of compliance

Demonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of success

Capacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for them

Cooperative, supportive and caring about others; willing to help others

Transfers responsible behavior to life settings outside the gym; personal responsibility for actions

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

Behavior Modification (Box 7.4, p. 147)

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)

Stage TwoConference with S

Isolate 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

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

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

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

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