Behavior Management Plan- Physical Education

PE 315: 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.