chapter 6 final

Increase Acceptable Behavior (p. 118), what is the SECRET to increasing acceptable behavior? What principle is the KEY for increasing acceptable behavior in students?

"Catch them doing what you want them to do!" is the SECRET to INCREASING ACCEPTABLE BEHAVIOR. -BEHAVIOR that is FOLLOWED by appropriate POSITIVE REINFORCEMENT will occur MORE OFTENin the future. That is the PRINCIPLE of BEHAVIOR MANAGEMENT.

Under the label Use Time-out from Reinforcement (p. 122), what should the PE Teacher say when this punishment is imposed? How does the PE teacher keep Time-out from becoming a reinforcing (enjoyable) experience like spectating?

"The CHILD is VALUED, but the BEHAVIOR is UNACCEPTABLE" - in CORNER NOT TALKING with CLASSMATES.

What is the most basic management skill? Identify THREE (3) recommendations to follow when selecting a signal for each. Why is a audio signal and a visual signal recommended? Will behavior (particularly management) that is not reinforced regularly be performed well? What level of student compliance with the STOP signal should the PE teacher EXPECT?

- Ability to START and STOP a class. - LOUD AUDIO signal for STOP. -VOICE COMMAND for START. -Using BOTH an AUDIO signal AND a VISUAL signal is EFFECTIVE because SOME CHILDREN may NOTHEAR the audio signal. -Teach WHAT TO DO for each signal. ·-100% compliance.

Pangrazi suggests "Friendship Spots" for students needing a partner, the Toe-to-Toe activity, the whistle mixer, making group formations without talking, and squads. We will try these means out in a lab. On page 112, a list of squad organizing strategies are made. For #1, what is the label for a common embarrassing approach for squad selections? For #4, identify 3 recommended strategies and why each is recommended. Why should squads be changed on a regular basis?

-AVOID using an "AUCTION" APPROACH, where student leaders look over their group and pick their favorites. -EQUAL BOYS and GIRLS per squad. - ABILITY LEVEL for some SIMILARITY. - SEPARATE DISRUPTIVE STUDENTS (partner choice is problematic) -STUDENTS should WORK WITH ALL STUDENTS in their class.

Under the label Make Punishment a Last .... (pp. 125-126), what are the undesirable side effects of using punishment? (Identify 3 side effects.)

-AVOIDANCE (of the class and PE teacher) -Students become more AGGRESSIVE. Students become SECRETIVE (covert misbehavior) MISBEHAVIORRETURNS when threat of punishment is gone. Students try to find ways to AVOID GETTING CAUGHT. -DOESN'T TEACH appropriate behavior. -HATRED of PE in general and PE TEACHER specifically.

What TWO kinds of students are most likely to escape punishment for their misbehavior in PE? What's the harm in that? When a consequence is applied, what TWO types of teacher statements MUST be avoided?

-COACH'S FAVORITES: Gifted ATHLETES and physically ATTRACTIVE. ·-CREATES ANIMOSITY among the non-favorite students. ·-WARNINGS: ADMINISTER CONSEQUENCE WITHOUT JUDGING the student's CHARACTER or making a DEROGATORY statement.

How much freedom should students in your PE class have? (Identify two conditions required on page 104.)

-Children can enjoy freedom if their BEHAVIOR is 1) CONSISTENT with educational EXPECTATIONS 2) and DOES NOT PREVENT other STUDENTS from LEARNING.

. Define Discipline. When are discipline techniques required

-DISCIPLINE is defined as MODIFYING STUDENT BEHAVIOR when it is UNACCEPTABLE Discipline techniques are required to create a CONSTRUCTIVE TEACHING ENVIRONMENT and to shape BEHAVIOR.

On pages 120-121, Pangrazi identifies a variety of discipline approaches. On #1 on page 121, what should not be publicly addressed? Under the label Try Reprimands on page 121, should a reprimand be delivered publicly or where other students can hear? What should the PE teacher avoid speaking about when delivering a reprimand? (third bullet)

-DON'T deliver CORRECTIVE FEEDBACK or CONSEQUENCES (for misbehavior) PUBLICLY. -REPRIMANDS should be delivered PRIVATELY. AVOID GENERAL and NEGATIVE STATEMENTSrelated to the STUDENT'S PERSONALITY. In other words, REPRIMAND the BEHAVIOR, NOT the STUDENT.

Entering the Teaching Area, identify where the PE teacher should meet his/her PE class as it arrives at the PE teaching area. Why is a class entry routine so important? Identify TWO recommended entry routines and ONE less desirable method of entering the teaching area - whether it is inside or outside..

-MEET AT the DOOR. -It is difficult to start class without a routine. -RECOMMENDED: ENTER and JOG, provide DIRECTIONS at the DOOR. ·-NOT RECOMMENDED: SIT DOWN in SPOTS or in SQUADS behind cones.

Under the label Use Conflict Resolution..... (p. 116), how many children in U.S. elementary schools say that they are bullied? 38. What are the three most common methods children use to resolve conflicts? What method of conflict resolution is recommended?

-Nearly 1/3 says that they are frequently bullied at school Students resolve conflict by: -DOMINATING: Insecurity isn't improved by controlling others. -APPEASING: Lack of confidence isn't improved by capitulating. -COOPERATING (RECOMMENDED): Teaching students how to solve conflicts peacefully, COOPERATIVELY and with no apparent losers will REDUCE the amount of bullying intimidation that occurs in schools.

On page 117, identify the name of the strategy for conflict resolution that is student directed. What common situations are often best resolved through this kind of conflict resolution? (Identify 4 situations)

-PEER MEDIATION is best for resolving 1) name calling 2) spreading rumors 3) bumping into students in the hallways and 4) bullying.

What makes praise effective? What kind of praise statements should you avoid using? (Identify TWO). Why are these 2 kinds of feedback INEFFECTIVE?

-PRAISE that refers to SPECIFIC BEHAVIOR is especially EFFECTIVE. Using a STUDENT'S NAMEimproves its effect, as well. -AVOID GENERAL or NONSPECIFIC statements and JUDGMENTAL STATEMENTS. -When feedback is NON-SPECIFIC, it is open to MISINTERPRETATION. JUDGMENTAL statements are NOT AS CONDUCIVE to LEARNING as are DESCRIPTIVE statements of the behavior.

How should equipment be quickly distributed to students? (Identify Pangrazi's BEST suggestion.) Identify TWO often-used methods of distributing equipment which Pangrazi considers dangerous and/or problematic.

-Place EQUIPMENT around the PERIMETER of the PLAY or practice AREA. DANGEROUS or PROBLEMATIC methods are -Placing EQUIPMENT in the MIDDLE and having the students "run and get the ball" -The PE TEACHER HANDS OUT to each individual student.

What are FIVE characteristics of an effective rule which directs students to engage in acceptable behavior? (pp. 108-109). Recognize POOR rules on the exam.

-Rather than a multitude of specific rules, SELECT MAJOR CATEGORIES of behavior. ·-IDENTIFY OBSERVABLE BEHAVIOR in each rule. ·-NO MORE than 3-5 RULES. ·-Make rules BRIEF (yet BROAD) and POSITIVE. -Make rules REASONABLE and DEVELOPMENTALLY APPROPRIATE.

Privately Deliver Negative and Corrective Feedback, identify the two recommendations for corrective feedback delivery. Should the group be punished for the misbehavior of a few students? Why is negative feedback directed to a group a bad idea?

-TWO recommendations: PRIVATE DELIVERED and CORRECTLY TARGETED. · -NO, DON'T PUNISH the GROUP. STUDENT is MORE LIKELY to TALK BACK to the teacher when NEGATIVE FEEDBACK is PUBLIC.

To have an impact upon student behavior, what MUST the PE Teacher do? Hint: Your actions speak louder than words! (pp. 104-105) What examples (3) were provided?

-The teacher should MODEL the DESIRED BEHAVIOR expected of students. -Examples: HUSTLE WITH the STUDENTS. Use "PLEASE" and "THANK YOU" frequently. LISTENCAREFULLY to students. Do EXERCISES WITH the students.

What strategy is provided as an example under #3 that you may recognize as proximity praise? Is reacting to a student's behavior before you have a plan a good idea? What should you do if you haven't got a plan?

-· "Provide POSITIVE FEEDBACK to NEARBY STUDENT IMMEDIATELY" - NO, NOT a GOOD IDEA. DON'T REACT WITHOUT a PLAN! Take a QUICK BREATH!

Why are guidelines and routines so important in physical education? According to your textbook authors, should the PE teacher explain why a routine or procedure is used

-· CHILDREN NEED and like STRUCTURE, CLEAR EXPECTATIONS, ROUTINES are COMFORTING in a chaotic world they are trying to understand. ·- Recommended routines: ENTRY to PE, HOME POSITION (squad, grid), EQUIPMENT PICK and RETURN, GROUPS for instruction, STOP/FREEZE.

What should a PE teacher do if a classroom teacher brings his/her class late or allows children to "straggle" in late? (Identify FOUR suggestions.)

-· DISCUSS the PROBLEM of tardiness WITH the TEACHER and try to find a solution. -Ask GOOD STUDENTS to REMIND CLASSROOM TEACHER that physical education begins in 5 minutes. -Alternatively, designate an area away from the teaching area where classes can assemble, and request that they line up at the gym door as soon as the entire group is ready. -Ask ADMINISTRATOR to intervene.

Under the label - Step TWO: Determine Rules..... (page 108), Pangrazi makes recommendations for rules. Where should rules be posted? Why is a general rule recommended, rather than a specific rule? How many rules should the PE teacher have?

-· POST RULES in the TEACHING AREA where EVERYONE can easily CAN READ the rules. - Make RULES GENERAL and BROAD (respect your neighbor), rather than SPECIFIC (don't push a classmate) and NEGATIVE. (Pangrazi argues that specific rules make students rule-specific. They LOOK FOR EXCEPTIONS to the RULE, rather than thinking about what is right - violating the spirit of the rule) ·-NO MORE than 3-5 RULES.

Under the label - Incorporate Efficient Management Skills (p. 109), what serves as a prerequisite to effective instruction? How should you teach management skills? Rather than "chewing out the class" when some or many students misbehave (that is, perform management skills incorrectly), what should you do?

1. CLASS MANAGEMENT. 2. Like you teach PHYSICAL skills. 3. Have students PRACTICE MORE.

Closing the Lesson, what should you do to close a lesson? (Identify 3 recommendations.) Why is a closure activity necessary everyday? Why is it so important to calm the students down before they leave your class? (

1. Have a ROUTINE (teach and reinforce daily) a. REVIEW LESSON CONTENT - CHECKS for UNDERSTANDING. b. CALM STUDENTS DOWN - STRETCHING and RELAXATION. 2. Necessary for leaving PE in an ORDERLY FASHION. 3. CLASSROOM TEACHER APPRECIATES receiving CALM, QUIET, and COMPLIANT STUDENTS.

Identify 6 types of interactions that are NOT recommended for responding to misbehaviors and why the interaction is not recommended. Recognize the long-term consequences of a PE teacher using these interactions.

1. PREACHING or MORALIZING (people make mistakes) 2. THREATENING (idle? - students tune teacher out, lose respect for teacher) 3. ORDERING or COMMANDING (model polite behavior) 4. INTERROGATING (little is gained by trying to solve who started it) 5. REFUSING to LISTEN (students think you don't care) 6. LABELING (degrading and dehumanizing, ultimately is destructive and creates negative feelings)

With what THREE populations (types of people) should a PE teacher share the rules and consequences? Why is this a good idea?

1.PARENTS 2. classroom 3.TEACHERS, ADMINISTRATION.

Identify the THREE (3) assumptions made by effective teachers.

1.Teaching is a PROFESSION. 2.Students are in school to LEARN. 3. The teachers challenge is toPROMOTELEARNING

Identify the characteristics of an aggressive teacher. Identify behaviors characteristic of the aggressive teacher. Identify communications characteristic of an aggressive teacher. Identify how the aggressive teacher responds to misbehavior. Identify the aggressive teacher's motivations and the students' perceptions that result.(

AGGRESSIVE behaviors: Tries to INTIMIDATE, LABELS students, PUT-DOWNS, DON'T EXPRESS their personal FEELINGS, ATTACK approach, BLAMES the students for all problems and miscommunications, THINKS he/she HAS ALL the ANSWERS Communications - teacher says "ALWAYS" and "NEVER" (EXAGGERATIONS and GENERALIZATIONS), YOU messages (NOT I messages), tries to OVERPOWER perceived student resistance. Response to misbehavior - BLAMING, LABELLING, assumes to know the student's viewpoint. STUDENTS FEEL ALIENATED, NO EMPATHY for teacher, students feel DEFENSIVE and ATTACKED.

Under the label Safety Tip (p. 123), why does Pangrazi say that you should avoid using physical activity for punishment?

An UNKNOWN HEALTH ISSUE could be TRIGGERED by EXCESSIVE or UNUSUAL activity.

What are three behaviors which an ASSERTIVE teacher does NOT display? How do the textbook authors characterize the assertive teacher? What are TWO elements which are NOT expressed in an assertive teacher's communications? Instead of "you" messages, what does an assertive teacher say?

Assertive teacher DOES NOT BEG, PLEAD, or THREATEN. · Communications - EXPRESSES PERSONAL FEELING, "I" messages, identifies behavior expectations CLEARLY, DIRECTLY, and CONCRETE.

After a reprimand, what should the PE teacher be vigilant about? What should the PE teacher do? (4th bullet)

Be VIGILANT in looking for ACCEPTABLE BEHAVIOR. REINFORCE a STUDENT who has CORRECTED his/her BEHAVIOR!

When should a PE teacher discuss discipline problems with a child? What makes that recommended time period DIFFICULT?

Best to discuss discipline problems with a child AFTER class. The difficulty arises in that many CLASSES are BACK-TO-BACK, and NO TIME exists BETWEEN CLASSES.

What has more influence on student learning than home environment, cognition, and policies? What has nearly as much impact on learning as student aptitude? What should be the foundation of quality teaching?

CLASSROOM MANAGEMENT.

Under the label Use Criticism Sparingly.... (p. 125), what effect does criticism and punishment have upon the instructional environment? What happens when teachers criticize off-task behavior and do not praise on-task accomplishment? How does criticism make teachers feel?

Causes a NEGATIVE classroom CLIMATE. OFF-TASK behavior INCREASES dramatically. Teachers FEELeffective, but STUDENTS DO NOT ACTUALLY CHANGE.

What happens if punishment is delayed? Is punishing the entire class for the deviant behavior of a few students FAIR? What are the side effects of doing that?

DELAYED PUNISHMENT is LESS EFFECTIVE and viewed as UNFAIR! NO! HOSTILITY triggered in STUDENTS who BEHAVED toward MISBEHAVER and TEACHER.

What should children do with equipment (ball, beanbag, rope, racket, bat, etc....) when the teacher is talking (during instruction)? Why?

DURING instruction, Pangrazi suggests HOME POSITION to PLACE EQUIPMENT and TAKE GIANTSTEP BACK from it.

WHERE does Pangrazi recommend placing equipment that will be used during activity?

EQUIPMENT on PERIMETER so all children can go get it and put it away at once.

If tokens are utilized in PE, what concerns does Pangrazi express? (Identify 3 concerns.)

If tokens are awarded based on SKILL, the UNSKILLED will LOSE their MOTIVATION. Tokens INDISCRIMINATELY AWARDED for PARTICIPATION are NOT REINFORCING. EXTRINSICREWARDS may DECREASE INTRINSIC MOTIVATION. Older kids may perceive tokens as BRIBES. (Johnson disagrees with the last two arguments.

Pangrazi talks about how some PE teachers and coaches feel uncomfortable about reinforcing youngsters. Identify his rationale for learning this new speech pattern. Identify how he disputes or argues AGAINST popular views that "Good teachers are born that way!" and that "Some people will never develop the empathy or personality of a good teacher."

Learning new ways of communicating requires a period of adjustment. NEW PATTERNS of PRAISE and REINFORCEMENT often feel CONTRIVED and INSINCERE. However, teachers who are unwilling to experience the uneasiness of learning usually do not change. TEACHERS are MADE, NOT BORN. Success comes from hard work and dedication.

Define MANAGEMENT

MANAGEMENT is defined as ORGANIZING and CONTROLLING the AFFAIRS of the class.

. Under the label Prompt Acceptable Behavior (pp. 119-120), identify three means of prompting.

MODELING, VERBAL CUES, NON-VERBAL CUES. In the training for questioning prompts, we used VERBAL and NON-VERBAL cues.

Do the students actually change as a result of criticism? How can criticism become reinforcing for the student who misbehaves? What is the NET RESULT of this strategy (criticism)?

NO change. MISBEHAVER gets teacher ATTENTION. Net result - the OPPOSITE of what we DESIRED(more on task and appropriate behavior)

Do you know what arguments are used by SHAPE on their position paper Using Physical Activity as Punishment? Is it the same as Pangrazi's argument?

NO!

Under the label Activity Reinforcers (p. 118), does Pangrazi recommend a "free time" of inactivity? Under the label Token Reinforcers (p. 118-119), in what grades do these "tangible rewards" work best, according to Pangrazi? What is better to use than "token" reinforcers?

NO! A FREE TIME of PRACTICING a SKILL, PLAYING a game, or extra time in PE is RECOMMENDED. He also recommends REWARDS for serving as a TEACHER'S AIDE, TEAM CAPTAIN, administering EQUIPMENT, or PEER-TUTORING. PRIMARY GRADE children!

: Is a review of ALL of the PE class rules at the beginning of class recommended? Why or why not? Identify the recommended strategy from your JOHNSON notes on management.

NO. ItOVERWHELMSthe youngest.REVIEWRULESbefore eachLESSONPHASEto remind students of your expectations

Premack Principle (p. 119), define and provide an example of the Premack Principle. Recognize definitions and examples of this principle. Ask Johnson why this principle is also called "Grandma's Law".

OFFER a DESIRED activity to STUDENTS to MOTIVATE them to PERSEVERE or attempt a LESSDESIRABLE activity. WARNING: DRILL PRESENTATION implies NO FUN.

Under the label Expulsion: Legal..... (p. 126), under what conditions should a youngster be removed from your PE class? Identify TWO conditions.

ONLY when INTERFERING with LEARNING of OTHER STUDENTS. Only if ALL OTHER MEANS of BEHAVIOR MODIFICATION have FAILED.

Under the title - Developing an Assertive Communication Style - identify the characteristics of a passive teacher. Identify ways that passive teachers relinquish their power to students. Identify communications characteristic of passive teachers. Identify how the passive teacher responds to misbehavior. Identify the passive teacher's motivations and the students' perceptions that result. Recognize the cycle of behaviors characteristic of a passive teacher.

PASSIVE characteristics: AVOIDS CONFLICT until UPSET, HOPES to make EVERYONE HAPPY, NON-ASSERTIVE RELINQUISH POWER to the least cooperative student by saying, "We are not going to start until EVERYONEis LISTENING!" Communications - BEGS, PLEADS, THREATENS, but THREATS are NEVER FOLLOWED THROUGH, asks irrelevant questions (intended to redirect misbehavior) like "WHY did you do that?" or "Don't you know better than that?" IGNORES UNACCEPTABLE BEHAVIOR and HOPES it goes away. CYCLE: Students go off task. Teacher becomesANGRY, LOSES COMPOSUREandYELLS,and then tries toMAKE UP. Cycle begins again

In the last sentence of the Teaching Hint box (p. 118), what is the only type of feedback provided PUBLICLY?

POSITIVE FEEDBACK.

How is responsible behavior taught? What is the teacher's approach to student behavior in this program? (2 pronged approach)

POST the LEVELS of RESPONSIBILITY in the TEACHING AREA. Explain the different LEVELS of BEHAVIOR and IDENTIFY ACCEPTABLE BEHAVIORS at each level. Implement the program with the TWO-Prolonged approach :Catch students who BEHAVE responsibly and REINFORCE them. -REDIRECT MISBEHAVIORS with a QUESTION based upon LEVEL BEHAVING or DESIREDLEVEL of BEHAVIOR.

What kinds of student behavior can you prompt? What makes a good prompt? Be prepared to identify the best phrasedprompt on the exam.

PROMPTS can be used to stimulate ORGANIZATIONAL or DISCIPLINARY BEHAVIOR, as well as SPECIFIC SKILL performance ELEMENTS. GOOD PROMPTS are BRIEF and SPECIFIC (clear)

What does Pangrazi recommend for equipment distribution so that the slowest and least-cooperative students do not set the PACE of the class activities?

REWARD the STUDENTS who HUSTLED to get equipment by letting them START PRACTICING AS SOONas they get the EQUIPMENT.

Under the title - Use Proper Teaching Behaviors - the textbook authors argue that behavior issues may NOT always derived from unacceptable choices by the students. What else may cause behavior issues? What is an example?

Student behavior AFTER UNCLEAR INSTRUCTIONS may be interpreted as off-task behavior by the teacher. Student yells out answer after raising his/her hand after the teacher gives this direction - "Raise your hand if you know the answer to this question." (poor prompt)

Pangrazi says that the class should practice rule and routine behaviors systematically. Why? Is telling the students ONCE going to result in perfect adherence to the rules?

Students need PRACTICE and REMINDERS to ADHERE/ FOLLOW the RULES EVERY DAY.

Under the label Strategies for Increasing Responsible Behavior (p. 115), what teacher behavior forms the CORE of the Responsibility Approach?

TEACHER FEEDBACK

How can a PE teacher manage time-out time, while teaching class? How can you make the time-out the same for everyone who does the same misbehavior? How can you manage time-outs for multiple students who misbehave at different times?

TIMING DEVICES at time-out station - WRITE TIME on CLIPBOARD or DISCIPLINE LOG.

As mentioned on other handouts, Pangrazi's suggestions about equipment usage is what we have identified as the BALL or EQUIPMENT Rule. What should the PE Teacher do so that students do not use equipment during instruction?

The EXPECTED STUDENT BEHAVIOR should be TAUGHT, PRACTICED, PROMPTED REPEATEDLY enforced CONSISTENTLY, and COMPLIANCE REINFORCED often.

Whose rights are compromised - as well as having their learning shortchanged - when a PE teacher deals with students who chose to be disruptive and off-task?

The RIGHTS of STUDENTS who choose to COOPERATE is being COMPROMISED by misbehaving and disruptive students.

Under the label Remove Positive Consequences (p. 122), for this behavior management APPROACH to be effective - WHAT student attitude is required?

The STUDENTS really need to VALUE the PRIVILEGE or ACTIVITY that has been REMOVED.

Why must social reinforcers be carefully chosen

The reinforcer may make a child UNCOMFORTABLE (such as PHYSICAL CONTACT) or may be MISINTERPRETED - such as HUG or PAT on REAR from coach.

For the time-out to work (to successfully deter misbehavior), what is required? (Notice the sentence in italics at the end of the Time-Out section on page 122).

The student must WANT to PLAY or be ACTIVE! "Remember, if students do not enjoy being in class, time-out does not work"

What is the basic premise for learning responsible behavior (as proposed by Don Hellison)? (3 elements on page 114)

To learn responsible behavior, TRAINING to BEHAVE RESPONSIBLY must be PLANNED, TAUGHT, and REINFORCED. LEARNING to BEHAVE responsibly TAKES TIME and PRACTICE, like any other skill.

Under the label Incorporate Behavior Games.... (p. 124), which elementary school grades are most likely to respond well to Behavior Games?

UPPER ELEMENTARY GRADES- it's aGROUPREWARD

A common mistake many student teachers make is putting out all the equipment and putting away all the equipment by themselves. Who does Pangrazi suggest should assist in distributing and gathering equipment?

Use STUDENTS to ASSIST in DISTRIBUTING and GATHERING equipment BEFORE and AFTER school.

What strategy is recommended so that a PE teacher will spend LESS time dealing with deviant behavior? What does an efficient instructor plan for - in addition to planning for what they are going to teach and how they are going to teach?

Use a PREVENTIVE APPROACH to behavior management. The efficient instructor plans HOW the LESSONwill be IMPLEMENTED and HOW potential BEHAVIOR ISSUES will be ADDRESSED.

Under the label Use Behavior Management to Increase..... (p. 118), Pangrazi warns PE teachers to avoid thinking of student behavior as positive or negative. Why? How should we think about student behavior?

Using POSITIVE or NEGATIVE to describe behavior may CHARACTERIZE the CHILD as a GOOD or BAD child (which can ERODE SELF-ESTEEM and SELF-WORTH). Think about student behavior as UNACCEPTABLE and ACCEPTABLE

Under the label Consequences for Unacceptable Behavior (p. 123), recognize all three steps for the exam. Should the student have a "fresh start" each day?

WARMING - TIME OUT - TIME OUT for REMAINDER of CLASS. YES!

Under the label Implement Behavior Contracts.... (p. 123), what is a behavior contract and how should it be developed? For what age student does the contract work best?

WRITTEN STATEMENT specifying certain STUDENT BEHAVIORS that MUST OCCUR for students to EARN certain REWARDS or PRIVILEGES. In a PRIVATE CONFERENCE of PE TEACHER and STUDENT. Best for INTERMEDIATE GRADES.

Pangrazi states, "when giving instructions, tell students WHEN before WHAT." Recognize appropriate and poor directions which follow and violate this management rule. Be prepared to script GOOD directions on the exam.

· "WHEN I say GO! I want you to JOG to a beanbag"

Starting the Lesson, when does Pangrazi suggest that the PE teacher talks about the lesson content? In other words, what should precede instruction? Why?

· AFTER participating in VIGOROUS ACTIVITY.

Under the label - Deliver Instruction Efficiently (pp. 109-110), recognize common teaching errors and recommended strategies. When providing instructions to children in elementary school, what is developmentally appropriate in regard to the amount of information and the timing of information? What should replace the common practice of long involved technical demonstration monologues and "tell it all at the start" style of instruction delivery

· Deliver instructions in SMALL DOSES. · ALTERNATE SHORT INSTRUCTIONAL EPISODES with PERIODS of ACTIVITY.

Should the PE teacher be a leader or a friend? What do your elementary PE students want - a leader or a friend?

· LEADER.

Nonparticipation, if a child has a note from home or from a physician, should the PE teacher inquire as to the problem? Should the PE teacher make a student with a note participate?

· NO and NO!

Why is that last method less desirable? Can you remember the reason argued by Johnson? The reason is also used by Pangrazi on page 113, under the label - Starting the Lesson.

· STUDENTS WANT to MOVE. They will LISTEN BETTER to direction AFTER BURNING off some ENERGY!

what student perception will result if you "lose it" and expose your "hot buttons"?

· Students LOSE RESPECT for you and believe that you are an INEFFECTIVE TEACHER.

Under #4, should you talk with a student about misbehavior during class? What is recommended if talking will take some time and if time is limited?

· Talk AFTER CLASS. When time is limited, QUIETLY WARN student, QUIETLY REMOVE student, or QUIETLY SEND another STUDENT for HELP.

Identify the truism (saying) regarding expectations. What should you communicate as your expectations?

· You GET what you ASK for!" · Communicate HIGH EXPECTATIONS. Expect QUALITY BEHAVIOR.