In my PE classroom, positive reinforcement is my main and key management tool. I use it as students walk in and get right on task, when students follow command cues, during and after game play, and at any point when I am giving directions or someone is following set classroom procedures. I almost always have an instant activity for my students everyday, like a warm up or partner activity. I give the instruction verbally or post it on a white board for students to read as they head into class. Once students enter, the minute I see students on task, I start throwing out clear and specific positive reinforcement. I have a rule of three minimum positive reinforcement interactions, but I like to acknowledge as many students as possible before we have to move on. I make this one of my main focuses because it serves so many purposes. My classroom has a much more positive tone, I am setting clear expectations of behavior, and students can look to others for an example. This kind of positive reinforcement sets up your day to have a much more manageable and positive class where students are self-motivated to have better behavior and meet our classroom expectations.
Positive reinforcement also works as a response to students who are off task or breaking the rules. Taking the class entry example from above, we can imagine two students who are off task and not following directions. The first step would be to positively reinforce students near them that are on task. Usually, that is an instant way for them to recognize what they should and redirect. If they do, I will immediately acknowledge and reinforce their behavior. If not, I usually follow up with proximity to the students. I get closer to them and use positive reinforcement on other students nearby again. If they respond and shift behavior this time when I am closer, positive reinforcement is the immediate response. If they are still off task, I try and discretely as possible pull them aside and remind them of the task and ask them to put some space between themselves and get on task. This is generally the last interaction I have with them, because they have been separated and had a gentle redirection to the task at hand. I never have to use a negative or accusatory tone, just a positive reminder and separation to bring them in line with the rest of the class. Once they get on task, I will positively reinforce the behavior and by that time, it is generally time to move on.
Below I attached a flow chart of my decision making process when it comes to behavior modifications. Teacher instruction and interaction can be seen in teal, positive student behavior is shown in green, and negative student behavior is shown in red.
Comments
Post a Comment