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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) Challenges (skill appropriate) FEEDBACK (2 kinds- PFB & MFB)
EXPECT
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
REINFORCEEXPECT!
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)