Chapter 10

1. Chapter 10 Maintaining Appropriate Behavior

2. Chapter 10 Key Points • Children Moving follows a positive approach, employing techniques that: • Create appropriate behavior • Reduce inappropriate behavior • Siedentop (1991) defines appropriate behavior as positive behavior that is consistent with the educational goals of a specific education setting

3. Chapter 10 Key Points • Despite effective managerial and instructional task systems, some children have difficulty adhering to behavioral boundaries established • When inappropriate behavior occurs, teachers should examine: • His/her own behavior • Appropriateness of lesson • His/her own performance as teacher • Children like teachers who are fair, consistent, accurate and unemotionally involved

4. Chapter 10 Key Points • Six techniques for increasing appropriate behaviors: • Proactive Strategies (3) increase the likelihood that appropriate behavior will continue • Reactive Strategies(3) are used after the inappropriate behavior has occurred

5. Six Techniques to Increase Appropriate Behavior • Proactive Techniques • Positive interaction: verbal and nonverbal interaction • Eliminating differential treatment: not singling out children with a reprimand each time they display inappropriate behavior • Prompting: reminding students what is expected of them • Reactive Techniques • Ignoring inappropriate behavior: when it is of short duration, a minor deviation, reacting to it would cause interruption • Nonverbal teacher interactions: simple nonverbal techniques, such as close physical proximity, borrowing equipment, eye contact, simple signal • Person‑to‑person dialogue: talking with student outside of physical education class

6. Chapter 10 Key Points • Techniques for decreasing inappropriate behaviors • Employed when strategies for increasing appropriate behavior do not work • Should always be accompanied by techniques to increase appropriate behavior

7. Techniques to Decrease Inappropriate Behavior • Desists: a verbal statement that tells a child to stop doing something • Time‑outs: withdrawals from class for a specified amount of time • Planning time: resolving conflicts with another person • Behavior contracts: formal agreement between teacher and student • Letters to parents: listing specific violations • Involving the principal: as a last resort

8. Techniques for Maintaining Appropriate Behavior in Entire Classes • Incorporating a system for developing student responsibility—Hellison’s Social Responsibility Model • Class rewards—class as a whole can earn rewards for abiding by class rules • Token systems—rewards desirable behavior by giving tokens that can be exchanged for various rewards • Behavior games—teaching appropriate behavior via a game

9. Chapter 10 Key Points • The Social Responsibility Model in Physical Education (Hellison) • Focuses on empowering students to • take responsibility for their own bodies and lives • be sensitive to right, feelings and needs of others • Is a philosophical approach to teaching, focusing on creating personal and social responsibility through physical activity

10. Other Teaching Skills that Promote a Positive Learning Environment • Move throughout the class in an unpredictable pattern • Scan the class frequently • Be seen and heard by all children • Provide clear, concise directions • Check for understanding • Maintain with-it-ness • Practice overlapping • Avoid dangles • Avoid flipflopping • Use targeting