Management
PHED 2017
Every individual matters.
Every individual has a role to play.
Every individual makes a difference.
Jane Goodall
OVERVIEW

What is Management?

Creating a positive learning environment

Proactive management strategies

Developing responsible student behaviour

Positive strategies for responding to
misbehaviour
What is Management?

Teacher behaviours that produce high
levels of student engagement in
appropriate activities

Minimal student behaviours that interfere
with other students’ work

Effective use of instructional time
Emmer & Evertson, 1981
Where does management fit into
planning and teaching?
Physical
Run
Jump
Throw
Analytical
Intellectual
Rational
Reasoning
Thinking
GOOD TEACHING
Psychomotor
Cognitive
Affective
Influence
Inspire
Impress
Persuade
Touch
MANAGEMENT
Creating a positive learning
environment

A positive learning environment involves
a combination of:
 Management skills
 Learning experiences that address the AFFECTIVE
domain
Have Things Really Changed?
FACT:

There have always been
behaviour problems in
school
This is because of:
a) the normal development of children
b) high number of same age individuals
together
(surface behaviours)
Dr. J. Barnett
How students make sense of their world (Kohlberg)
How children interact with their environment (Piaget)
A
Review
Your Students
Kohlberg
Piaget
• Concrete operational (ages 7 - 12)
Gr. 2 - 6
-Ability to order, classify, and consider
‘exchange of favours’
several variables at once; still need step-byages 6-9
step instructions; difficulty thinking about
how they got to a conclusion and don’t like
to check conclusions; manipulatives
• Formal operational
Gr. 6 on, but
students
can stay in
Concrete
Operational
for a while
after Grade 6
or 7 or 8 or …..
Dr. J. Barnett
‘good boy – nice girl’
(age 12 at the earliest)
ages 10-15
- Critical thinking skills; plan lengthy
procedures; consider more than one answer; no
longer tied to the concrete but can now use
symbols and verbal skills; think abstractly;
consider past, present and future events
‘law & order’
ages 15-18

A behaviour problem exists whenever a
student interferes with the act of teaching
or with the rights of others to learn, or
causes psychological or physical harm, or
destroys property

Is it the student who is the problem or is
it the behaviour?

What about the effect on the child?

What about the school yard?

What if it happens only once?
Is it a behaviour problem?
• Remember that surface behaviours usually
are not the result of any deep-seated
problem but rather are normal
developmental behaviours of children
Dr. J. Barnett
What happens is not as important
as how you react to what
happens.
Thaddeus Golas
Proactive Management Strategies
Give cues for expected behaviours
Non-punitive time-out
Remove temptations
Changing the pace of classroom activities
Redirect off-task behaviours
Encouraging the appropriate behaviours of other students
Boost a student’s interest when he or she shows signs of off-task behaviours
Fact:
• Students more readily accept responsibilities when it is clear that the teacher is
fulfilling his or her responsibilities
• When the teacher is enthusiastic, is prepared and has bonded with students (shows
that he / she cares) the teacher has fewer discipline problems
Dr. J. Barnett
Routines vs. Rules

Routines – recurring behaviours in gym
class which, when done correctly,
maximize active time

Rules – general behavioural expectations
for a variety of situations with clear
consequences for their violation
ACTIVITY...
With a partner or small group, develop a set
of RULES for your PE class
 Keep in mind that rules are:

◦
◦
◦
◦
◦
Short & to the point
Age-appropriate
5-8 max
State rules positively
Be sure they are enforceable
Include consequences for breaking the rules
 Write your names on the page

Other Proactive Management
Strategies:
Communicate high standards
 Discuss rules & consequences
 Practise rules & routines!
 Consistently reinforce R&R
 Positive group feedback
 Deal with non-participation
 “When I say go”
 Reduce transition time

Developing Responsible
Student Behaviour:

Model desirable behaviour

Reinforce desired behaviour – verbal ,
non-verbal (value feedback)

Reflection or self-evaluation

Offer opportunities for sharing, goalsetting, responsibility, CHOICE
Positive Strategies for Responding
to misbehaviour...

Remember, it’s not the circumstance, it’s
your REACTION to the circumstance!
◦ Composure – 10 count
◦ Know your options (PLANNING!)
◦ Reflect back – what lead up to it?
Possible Responses
Immediate:
 Non-verbal signal
 Proximity
 Quick verbal reminder
 Verbal reprimand (address behaviour not the student)
◦ Private vs. public
Later:
 Brief discussion after class
 Removal of privileges
Verbal interactions:

Negative interactions will result in more
problems later
◦
◦
◦
◦

Threatening
Ordering
Interrogating
Labelling
FOCUS on the positive!
Establish a Series of Steps
Warning
 Time out
 Behaviour contract /principal involvement
 Deal with the STUDENT first, then...
 Phone call to parent
 Meeting with parent
 Consider YOUR system – penal or
reward?

Resolving conflicts between
students:
STOP
 DEFINE problem
 BRAINSTORM solutions
 CHOOSE a solution
 ACT on the solution
 EVALUATE


Listen to BOTH equally