Effective Teaching in Physical Education/Behavior Management Plan.

Effective Teaching in Physical Education/Behavior Management Plan.
During the first 1/3 of the semester, we have covered information related to establishing a positive learning environment. Summarize
how you will apply what we’ve covered by developing a “Behavior Management Plan.” Submit this to BBLearn and also attach it to
your professional portfolio. Include the following sections:
? Philosophy/Overview
Give a brief statement of your approach to managing a class, the factors that influence kids behavior and the overall classroom
environment (eg task design, teacher expectations etc). Describe extrinsic/intrinsic approaches, and the approach you will take
to create a positive learning environment. Describe how you the teacher create the positive classroom environment. Discuss the
interaction of how task design, protocols, strategies to minimize, rules, and the discipline system interact.
? Protocols – In a bulleted list, list your protocol categories with the specific expectations in each category.
? List and summarize strategies to minimize off-task behavior, and how you can use them.
? Rules – What are your classroom rules (list them), and how would you present them to your students.
? Discipline Policy – What is your policy, and when is it put into effect?
Section Does not meet Expectations Meets Expectations Exceeds Expectations
Philosophy/Overview
of Management Plan
(4.5)
An inaccurate or incomplete plan is presented,
does not include accurate statements of intrinsic
and/or extrinsic approaches to behavior
management. Refers solely to one approach or
the other, or the approach described is
inaccurate.
An adequate overview of the behavior management plan
is presented and includes a clear overview of the
purpose of a management plan, the differences between
intrinsic and extrinsic approaches, and a personal
statement on the approach demonstrated in the
remainder of the plan. Most information is clearly
articulated and is appropriate for a new teacher.
The overview is thorough and accurate and reflects
accurate application and understanding of a behavioral
management plan. Includes advanced use/description
of intrinsic and extrinsic approaches to behavior
management, may include strategies for promoting
responsibility. How the components of the plan
interact is clearly presented.
Strategies for
Minimizing Off-task
behavior (4.5)
A short list of strategies are included, some of
which are written so that understanding of the
approaches is not clear.
Multiple approaches to minimizing off-task behavior are
described accurately, including the following: proximity
control, back to the wall, selective ignoring, student
demonstrations, etc…
Includes accurate description of the application of
strategies covered in class, but adds additional
strategies such as active strategies for teaching
responsibility (e.g. Hellison’s strategies)
Protocols (4.5) The list is incomplete and or includes only the
categories for which protocols are necessary.
Descriptions are general and do not provide
specific expectations.
The protocol list is comprehensive and includes
adequate detail for most protocol categories so that
teacher expectations are clear. For example, “stop & go”
protocols would state information similar to “stop, look
and listen with equipment on the ground at your feet,
wait for the go signal before proceeding”
The protocol list is comprehensive and includes
adequate detail for all protocol categories so that
teacher expectations are clear. For example, “stop &
go” protocols would state information similar to “stop,
look and listen with equipment on the ground at your
feet, wait for the go signal before proceeding”
Rules (4.5) Rules are not all phrased positively, and/or
would not be sufficient to address behaviors
commonly exhibited by students in K-12
schools. Some protocols may be included as
rules.
Rules are sufficient to address behaviors commonly
exhibited by K-12 students, do not include protocols,
and are phrased positively.
Rules are sufficient to address behaviors commonly
exhibited by K-12 students, do not include protocols,
and are phrased positively. Additional detail for how
the rules will be explained and taught to students is
included.
Discipline Policy (4.5) The discipline policy outlined seems
inconsistent and/or developmentally
inappropriate.
A clear and specific discipline policy is present,
developmentally appropriate, and would be acceptable
for use in a K-12 school.
A clear and specific discipline policy is present,
developmentally appropriate, and would be acceptable
for use in a K-12 school. Evidence of how the
discipline policy is enacted is present.

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