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You Have To Go To The Gym: Why?
You're The Teacher!!
Dr. John Ferguson Eastern Kentucky University
"They're not here yet," "They're
here," "They're gone!"
"They're not here yet," "They're here,"
"They're gone!" Do these words sound familiar? All too
often we, as teachers, have made such comments concerning our classes.
However, shouldn't we seek to create a learning environment within
our physical education classes and develop student accountability?
Perhaps we should help students become responsible, work together
on the "same team," build confidence through deserved
praise, and minimize confrontations. Then, just maybe, we wouldn't
hear some of the aforementioned comments which indicate that we
cannot wait until the students have left our presence. Sound too
idealistic?
Some characteristics and traits of successful teachers
Let's examine some characteristics and traits of successful teachers:
- Acton (1983), conducted a study
of three elementary schools, using observations and teacher interviews.
He found that while all of the teachers were considered to be capable
leaders, they each had different styles. Five common traits emerged
in the teachers: consistency, authenticity, desire to take charge,
concern for quality and the students.
- Significant increases in Academic
Learning Time - Physical Education (ALT-PE) have been found to be
associated with decreased management time, increased feedback to
students, and decreased waiting time (Birdwell,1980).
- Orange (2000) has suggested that
six categories of "teacher mistakes" exist and are worthy
of further examination: (1) discipline, (2) relationships, (3) classroom
policies and practices, (4) management and instruction, (5) personality
and professionalism, and (6) teaching style and behavior.
- Some studies have examined the area
of student involvement in decision-making with regard to discipline.
(Patmor, 1998). Patmor's study included the high schools in Kentucky
and the school-based decision making councils (SBDM). He found that
there was strong agreement for student involvement in classroom
management policies and discipline.
Individual teachers have discovered, over time, what works well
for them in behavior management. While each of us have our own preferences,
some commonalties do exist when gleaning the research on behavior
management and discipline.
Shall We Go To The Gym?
Managing the gymnasium is an ongoing concern! Successful teachers
master the techniques of classroom management, realizing that their
attitude and desire are paramount to the process. They, together
with administrators, understand that much student misbehavior can
be AVOIDED! Sue Clark, a public school administrator from Aurora,
Colorado, stated that "classroom management is really about
instruction. In order for students to learn, teachers must first
create a positive environment for learning" (2000). According
to Brainard (2001), thoughtful teachers typically have two overall
goals. One is to provide a productive climate for student learning
and for academic achievement. The second is to foster student satisfaction
with schooling. These represent critical aspects of a quality classroom
environment. Successful teachers realize that productivity and satisfaction
are intertwined and necessary for the smooth operation of the gymnasium.
Therefore, the effective management processes employed by teachers
contribute greatly to a dynamic setting for learning.
Finnicum (1997) has indicated that physical education teachers
should practice "primary prevention," a concept borrowed
from the field of medicine. Perhaps the most important type of primary
prevention for physical education teachers is helping children and
youth learn how to be responsible for their own behavior and act
responsibly toward their peers and classmates. Hellison (1996) has
developed the Teaching Personal and Social Responsibility (TPSR)
model which provides a progression of goals through which students
can move toward becoming responsible citizens of the physical education
class. This particular model has contributed to the area of primary
prevention.
Certain basic strategies exist which apply to every behavior change
situation. Students need to learn how to stay on task, respect classmates,
follow rules, and use equipment properly. Siedentop (2000) has indicated
five strategies underlying all behavior change; whether it is decreasing
inappropriate behavior or increasing pro social behavior. These
include: (1) Be specific, (2) Define the change contingency carefully,
(3) Think small and move gradually, (4) Start where the student
is, and (5) Be consistent. Teachers must develop more appropriate
forms of behavior by providing more appropriate reasons for behaving
well.
So, let's go to the gym! Why? Because you're the teacher and now
you have some sound behavior strategies to employ!!
This article was found at www.sports-media.org/
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