steve mattson :: Blog :: behavior management

Comments

•  Posted by Tommy | # |

  i think my situation is similar to yours as well. it sounds like you're right on track with things like keeping them active and having enough equipment for everyone. The biggest impact in my situation has been my attiude. one day i got so fed up with nit-picking out everything these kids were doing wrong, I decided to work on changing my own views instead. i have ran into a lot of disapproval from colleagues, but it worked for me. basically, i try to limit myself to 3 negative comments per class- negative meaning that i call a student out on something he or she is doing wrong. and i make a point to spotlight good things a student is doing. it's not an easy change, but when you really give it chance, the students respond well to it.

  I've also changed my mind on things like sliding. sliding on the floor used to drive me nuts...but what's the big deal when you really think about it? i have NEVER had anything bad come form a student sliding on the floor. potential for accidents?..granted. but even now after i've stopped making such a big deal about it, nothing bad has happened. another example is during warm-ups. when my students jog laps at the beginning of class, i used to be a drill sargeant about staying on the black line and not cutting corners, etc. then i decided as long as they are not walking, they are safe and they have a smile on their face, then whooptie-doo, ya know?

  Music has had the next biggest impact. but you have to take some things into account before you incorporate music into your class. by how you described your situation- i highly doubt your kids would respond well to stereotypical PE music- you know...YMCA, Eye of the Tiger, blah blah blah. i'm sorry but all that stuff is, in fact, too dated and will not impact their moods the way you want. I play the music they like to listen to. i try to stay up to date and i screen the songs thoroughly so there are no explicit lyrics. music has become a sourse of motivation and incentive in my class. and in my experience, when working with students from low-ses families, music is a big part of their lives and can impact their mood drastically. hope any of this helps, and good luck.

•  Posted by Keith Verellen | # |

  I just attended yet "another" teacher in-service (regarding classroom management)...it totally blew me away!!!  Basically, first and foremost, you cannot have more than 3-4 rules to follow.  There has to be a consequence for breaking these rules and you need to let them know that "if the rule is broken, that they will "give themself a ... (i.e. detention, trip to the office, missed recess known as "Recess with Mr./Mrs. ?).  The teacher must make it clear to the students that the behavior that they are demonstrating is not appropriate and is breaking the Rule (#?).  Don't allow them to see that they are pushing "your buttons" with bad behavior.  If they know that their behavior gets to you, then they will continue to do it no matter what the consequences are.  In addition, if the students are "telling you about something that another student is doing" then just let them know that you appreciate their time (in so many words....this is very important), but to also let them know you don't want them to miss out on having fun by always telling you stuff.  Lastly, I only use a Time Out spot if the child has "off the wall" behavior is a danger not only to himself, but to the other students in the class.  Although I am not there, just a few suggestions:  Make sure that you meet the class when they enter the gymnasium and show them that you are simply "excited" to see them and cannot wait to have some fun with them today;  Kill them with kindness...sounds like some of your students may not receive much, if any, positive compliments during their daily routine;  Switch things up!!! By this I mean that you may need to "get out of the rut" so to speak and change a few things up like the way you take attendance, have the students perform exercises, new warm-ups, etc.  Lastly, know what your students "LOVE" to do in your class.  What activity or game do they enjoy?  Let them "earn" the right to play that game or activity by earning so many stars, points, etc. over a two week period.  You could award one letter per day based on that class's behavior...spell out E X E R C I S E...good behavior 8 of 10 days is not a bad end result and allow them to choose what activity and/or game before they begin this journey for a reward.  If they achieve the reward, then let them play it their next p.e. class. 

   

  Of course, this is just a very brief summary of some items that you may want to focus on.  It is very difficult to know for sure what you are dealing with unless we actually watched a class.  Good luck and let me know if you have any more questions...email me!!!

•  Posted by steve mattson | # |

  Melissa I would be interested in having the power point presentation on behavior managment. My email address is smattson@center.k12.mo.us

  Thanks

•  Posted by steve mattson | # |

  I really appreciate the comments. I feel better knowing that everyone is doing the same type of discipline that I am doing. I think I am going to have to switch up my thinking about P.E. and let some things go because they are not worth getting upset about. I am planning to look at my managment skills and perhaps add some of your ideas.

  Thank you very much!! 

   

•  Posted by Coach Stotts | # |

  For the kids that don't dress out, I use these forms.

  STUDENT NAME:________________________________ CLASS PERIOD: _____ PE TEACHER:______________________________DATE:_________________        NON-PARTICIPATES CLASS REPORT AND OBSERVATION SHEET Directions: During the class period that you miss answer the following questions by
  Observing the activities that occur during your PE class. You will need to use the back of this sheet to record some of your answers. 1. The reason I did not dress out or participate today is:
  2. Is this your first time not dressing out? (YES or NO) 3. How many other students in your class did not dress out or participate today? ________.
  Indicate where the class took place today ___________________ (indoors/outdoors). 4. On the back of this sheet write down the warm-up and stretching activities that were done during,  the beginning of class? 5. Today in class we are learning about this activity __________________________ (indicate Name of activity, skill, etc). 6. Does the skill or game seem easy to learn? Explain in your own words why or why not?
   
    7. Pick one person to watch in class. Do not indicate their name. Describe what they were doing.  During the class. Record your notes on the back of this sheet.
    8. On the back of this sheet, write a short paragraph about what you know about this skill or game. Tell about strategies and/or skills involved in the activity, if you have played it before, your like/dislike for the activity. 9. Name at least 3 sports or activities that are related to this activity. 10. What are some things you can do next time so that you can dress out and participate in class?
   

   ** MAKE SURE YOU SIGN AND GIVE THIS SHEET TO YOUR TEACHER**
   Student Signature:__________________________
   Teacher Signature: _________________________
   

   

•  Posted by Julie Mattson | # |

  Outstanding ideas.  I am currently giving the kids or groups a winning cup (cup stacks) or a plastic token.  Something to hold.  Sometimes the highest number lines up first, tell the teacher of that group, or the highest number gets to go 1 - 2 minutes before the others during practice time.   Management was never thoroughly taught in college only book learning. 

•  Posted by Melissa Landrum | # |

  Steve, I will e-mail you a copy-it also has some video of my kids-Melissa

•  Posted by Michael Aldrich | # |

  I find that positive reinforcement works the best for students. If they have something that they are working towards - either as a class or individually - then they are more likely to remain on task. With my older students 4-6 it usually involves some game or competition that they are motivated as a class to play. If they have X number of good days then they are able to participate. What I find most important is that I am consistent with them, if I say 5 good days and they do it, then that next class is theirs. I try to get it as close of immediate gratification as I can, because that is what most of the kids are used to anyway.

•  Posted by Jerry Wilson | # |

  Hi Steve. It is amazing how all of us teachers struggle with the same issues. Kids are so similar all over the world, but I agree that At-Risk, low income kids have particular needs. I have taught at low income (Title 1) schools for 15 out of my 18 years of elementary school PE, and I see these special needs every day. I just finished my masters degree 2 years ago (I know, 'bout time, right?), and the special needs class talked about how low income students cannot make the connection between an increased effort on their part, and getting what they want. When I thought about it, it made sense. For some of them, no matter what they do at home, good or bad, much or little, caring or selfish, it makes little impact upon the way they get treated and the kind of love and attention they receive. Instant gratifiction, and instant attention, become the most driving forces in their lives. The cool part is when you start to reach them, to touch their lives, and show them that they can overcome their present situation, and that there is a world outside of their own; one where they can be free to make friends, dare to dream, overcome obstacles,  and pursue interests and learning. They can all feel and experience success.

   

  My entire curriculum is now based upon that goal. I want to love them, and care so deeply about them, that trust overwhelms them. You've heard the old statement: The students won't care how much you know, until they know how much you care....so true!!  I even wrote a new Mission Statement.... It is my mission, with a servant’s heart, to help my students overcome challenges by instilling hope where there is little, and by encouraging them to believe that they can become far more than they ever thought possible.  I want to excite their learning with a genuine joy and enthusiasm for the subjects I teach and create a life-long desire to be active, healthy, and productive members of society. I will laugh with the students, cry with them, never give up on them, and strive to always to put them first in the decisions I make for my classroom.

   

  I know that this is kind of touchy-feely; I am getting older (51) and things change. Our school is wonderfully set up with many systems and programs to help these students (I know that I am lucky). We have an Intervention room (like a MBC - Making Better Choices), school psychologist, school councelor, buddy rooms, an EBD (Educably, Behaviorally Disabled), and a whole family of caring individuals (Principal, nurses, secretaries, etc. who all believe in it takes a community to raise a child. 

   

  I personally use the wall a lot. I find a quick time-out of a fun activity, generally works best, but not always. When they are on the wall (sitting) I try to walk over to them and tell them that I'll be beck in a little while to ask them an important question, and that if they can answer it corrictly, and honestly, they can return to the activity without further penalty (we all need a break or time-out from time-to-time). The question is usually, "Can you tell me what you did wrong?" Classes are scored 1-10+ and recorded on a wall chart. 9s or higher get the score written on a ball (small paper photocopied sport balls of various types, and colored by PE helpers). This way the teacher and class has a tangible reward for good behavoir that can be displayed proudly around their doorways or whatever. 3 or 4 times a year, I total all scores, and the classes with the highest total scores get bonus PE times (during my planning) for games or other favorite activities. This way the teacher gets a reward as well. I do give out gummy worms on occation, but am reducing that. Our school is going to implement a new school-wide program that you may have heard about called Fitness Finders, which is an extention of the Mileage Club (the little feet tokens that can be worn on necklasses, etc.). I am going to use several types of them for various recognitions, from excercise, in and out of school, to character ed., and other motivators. My principal agrees with me that this same system could work well as a school-wide motivator/recognition plan, and that every student could get excited about earning tokens and displaying them on necklasses, bracelets, and backpacks, etc. They are cheap, and have fewer calories :o). 

   

  Just remember to keep plugging away, it isn't easy, but what we do does make a positive difference in our students' lives, even if we may not be there to see the results.

   

  God is good.

  Jerry
  

•  Posted by Lisa seely | # |

  This will sound odd, but for tattling, I put up a picture of a ear.  And when they want to tattle they have to go talk to the ear.  It is crazy the first day or so, but I have no more tattling in class and yes they will go talk to the ear.

•  Posted by Kyle Lindblom | # |

  Someone on here posted the ear idea! I thought it was very clever!! Was it you Gus?

•  Posted by Jay Gustafson | # |

  Yes.  My art teacher made me one....I don't remember where I got the idea (i surely didn't come up with it) :)    But it works pretty good with the younger grades.

   

•  Posted by Jay Gustafson | # |

  can someone tell me what the diff is between the "blog" and "discussion" tab.  This is my first time over here i believe.

•  Posted by Jay Gustafson | # |

  Steve at my school I am the "funny" teacher yet very strict.  I thought I would struggle with this.  I surely didn't want to fake who I am to my class. I have always been the funny guy..  i just can't turn it off.  I find every now and again if I chew a kid out in front of everyone (whether that is right or wrong) when they are misbehaving I grab the attention of everyone and it gives everyone a reminder of the rules of the gym... and that I am the ruler of the world.  :)

•  Posted by Kyle Lindblom | # |

  Jay, I'm the same why, funny guy but I keep them on task!  I like the discussions more as you have more room to type! haha

•  Posted by Scott Green | # |

  For tattling, we have a Kelso's Choice poster.  It's an elementary program for decision making.  It has several pictures on a wheel of 2 frogs working out their problems - ignore, shake hands, apologize, and go to another game.  If students tattle, we tell them to go to the wheel.  After the students have worked out their problem at the wheel, they are supposed to come back to class.  It's worked well at our school. 

  We use wrist bands for our warnings.  Another PE teacher and myself have 2 or 3 classes at a time.  We were having a hard time keeping up with who has been warned so we started giving out wristbands as warnings.  The next time we have to talk to that student we know that they've already had a warning since they have a wristband on.  At the end of class, we give them a score 0-5.  We take away a half point for each wristband that was given out.  At the end of the week, we pick a class of the week.  The class of the week gets to put the Class of the Week poster outside of their classroom for everyone to see.  The principal also announces the class of the week on the Monday morning announcements.

•  Posted by Jenny Mentzer | # |

  Scott, I love the wristband idea! :)  I'm trying that one!

•  Posted by Matt John | # |

  Students can tell when you care, just as they can spot a burnt out teacher by the approach to students. Making an effort makes a huge difference, and monitoring yourself is the best way to see what changes can be made. It isn't for one child. One disruptive student disturbs the entire class, changes the relationships in the class, and can impact the entire time with that class. It also doesn't matter what age group you teach. My students are in their early twenties and I still get that random student whose behavior needs further investigation and monitoring of my own approaches to ensure I am meeting their needs.
  I had one student in particular who was seemingly aggressive, hyper focused and had no social skills. Turned out she was an undiagnosed higher functioning autistic. Not only did my changes in approach help her and the entire class, but helped to get her diagnosed and documented for future teachers.
  Yeah, it is slow growth. and Yeah, it is definitely worth it.

  Matt John

  cisco notes!

•  Posted by Tom | # |

  set up expectations you want your students ot do at teh beginning of the year, teach them, use fewer rules that cover more ground like "Be a safe mover at all times, listen to the speaker, keep all parts to yourself"  All actions will fall under one of these three...stay calm and follow through --ALWAYS!