Multicultural Teaching in the Nation's Urban Schools: Management and Disciplinary Methods in Physical Education

Article excerpt

Jepkorir Rose Chepyator-Thomson, University of Georgia

Physical education learning environments tend to have student behavior and management problems that are magnified due to the nature of the discipline; for example, students' tempers flair up in student-student interactions in class activities that often involve competitive games. Beside, in a recent departmental survey, public school teachers wanted management and discipline to be focused more in our teacher preparation classes. Classroom management and discipline may well affect student participation, self-esteem, self-confidence, and interest not only in physical education but also in other subject areas. The purpose of this study is to determine and understand management and disciplinary methods that are used by physical education teachers in urban public schools. Classroom management may be defined as, "the orchestration of a classroom [to include]: planning curriculum, organizing procedures and resources, arranging the environment to maximize efficiency, monitoring student progress, and anticipating prob lems" (Lemlech, 1988). Discipline deals with student behavior and the teacher's ability to influence the behavior in question (Fuller, 1996). Discipline, an aspect of class management, is about what teachers do to prevent behavior problems and what they do when problems occur and so teachers have to be skilled at prevention and reaction aspects of discipline (Moore, 1995). Canter's (1976) assertive discipline model helps teachers to establish rules for student behavior along with consequences for proper and improper behavior. Dreikurs' (1982) Logical Consequence model promotes the development of student self-discipline through democratic construction of class rules and consequences. …