CHAPTER 7-9 Managing the Physical Education Class by Ua4DeN1t

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									            CHAPTER 7-9
     Managing the Physical
       Education Class


“An ounce of prevention is worth a pound of cure.”
Creating a Positive Learning Environment
     Catch them being good (positive pinpointing).
     If you say it, get it.
             If you continually & inconsistently repeat what you want
              them to do, they will be less likely to do it (e.g., “stop,”
              “freeze,” “whoa”, as opposed to “freeze” ONE TIME and
              be sure they do it)
     Be calm (don’t ever lose your cool in front of students).
     Focus on the behavior, not the student.
     Be consistent when appropriate.
     Know your students!
     EXPECT positive & respectful students.
             It should ALWAYS be “safe” to try.
                   Warming Up
   Calisthenics & Running Laps

   What are Instant Activities?

   What are the benefits of Instant Activities?
        Minimizing Off-Task Behavior
                 “A good lesson is half the battle!”

         PLAN - Instruction & Management
   INSTRUCTION:
       meaningful (make connections to prior experiences and
        things they know during set induction)
       brief, clear instructions
       maximum participation (everyone participates, no lines)
       developmentally appropriate
       fast paced (quick changes)           EXPECT
       Challenges (skill appropriate)
       FEEDBACK (2 kinds- PFB & MFB)       LEARNING!
    Minimizing Off-Task Behavior
   MANAGEMENT:
                     (Wasted Time = Limited Learning)
       stop/start protocols
       equipment protocols (distributing, using, listening)
       rules & consequences (no idle threats, if you say it be sure you
        follow through, let them make choices)
       organization of students
       transitions between activities/tasks
       monitoring students/class                       PRACTICE
                                                    REINFORCE
                                                     EXPECT!
     Minimizing Off-Task Behavior

   Always “check for understanding” during instruction AND
    management. (how? when?)
       List an instructional and a managerial example of checking for
        understanding during class.

   How might we keep students on-task non-verbally?

   Does “ignoring” misbehavior stop it? When?

   How might we use “pinpointing” when a student is off-task?
                      Set Induction
   Purpose
       To excite students about the lesson
       To help students make meaningful connections
        to prior knowledge
   TASK: In groups of 4, write a set induction.
       Pick a skill (locomotor, non-loc, manipulative)
       Determine a creative “kid connection” (e.g., use cartoon
        characters, things they can relate to such as “riding in a
        car” or “going to the zoo”, “walking the dog,” etc)
       Write a script of exactly what you would say to students
                Establishing Rules
   Clear & Positive
   Minimum #
   Post
   Explain
   Check for understanding
   Teach & Practice
   REINFORCE Constantly & Consistently!!!
   Consistent with classroom when possible

     *Use student input when appropriate – increases ownership!
               Establishing Rules
   TASK: In your group, create 5 rules for your
    physical education class.
   Next, determine your stop/start protocols (e.g.,
    “go,” “green light,” “freeze,” red light,” etc).

   TIP: Your physical education rules should be fairly
    consistent with classroom rules, when possible.
             What do you think?
   Children misbehaving (in PE or the classroom)
    should be removed from physical education as
    punishment.

   It is appropriate to make students do exercise
    (push-ups, laps) as punishment, because it helps
    them become more fit.

   Time-out is always the most effective punishment.
4 Criteria for Designing Learning Experiences


 1. Potential to improve skill (meaningful)
 2. Maximal participation/practice time
 3. Individualized (developmentally appropriate)
 4. Integrate all 3 domains
                ASSIGNMENTS

   Due Tuesday June 7th
       Complete Chapter 7, 8, & 9 assignment
       Read Williams article (on Syllabus and also on
        Course Readings page of webpage)
       Dress for activity (meet in MC 2040)

								
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