PET6516_ch_5_creating_classroom_climate_standards-based_instruction

Creating

a classroom climate that supports standards-based instruction

Effective Teaching and Classroom Management in Physical Education

Good Teachers are good managers

• Managerial task system
• Instructional task system

Doyle and Carter identified two task systems.

They work together in effective educational settings.

Both are equally important.

Creating a Positive Learning Environment

Students learn best when they are comfortable.

Classroom climate is the key to success.

Students act like they don’t care. Want to avoid constant failure.

Fear and anxiety are enemies of teaching.

Given the overt nature of physical education, some students experience stress and fear of failure.

Competent bystanders avoid participation. Often teachers don’t note their lack of participation.

Every Student Succeeds act (essa) 2015

All children must learn.

• Cannot ignore those who struggle with the content.

It's a teacher's responsibility to have students learn physical education content.

When teacher expectations are clear, students will meet them.

• This assumes that the teacher is knowledgeable about the content and has pedagogically sound teaching methods.

Goal Orientations

Ego orientation

Task completion orientation

Students compare their work to that of others.

Student goal is to finish a task to get a grade.

Learning Orientation

The best students have a combination of task and learning goal orientations.

Goal is to get better and learn more.

Student Names

Good managers know student names.

• Helps to personalize the climate.

Strategies for learning student names

• Photo of class
• Practice using names

Use first names or a student-designated nickname.

Empower students

Find ways for them to experience success.

• Use challenging but achievable tasks.

Make them feel like they belong.

• Every student is important.
• Peer teaching and cooperative learning are good instructional models to encourage this.

Make them feel potent.

• Give students choices.
• Team leaders don't need to be the best athletes.

Make them feel optimistic.

• Learning progressions should lead to achievement.

Create a learning environment where it is ok to fail

The most learning occurs when students struggle at first.

• Learning tends to be more lasting or permanent.

Development of skill competency means learning from mistakes.

Make new students feel welcome

Entering a school midyear can be traumatic.

Strategies for welcoming new students

• Video-record the opening day and use it to teach new students class routines and expectations.

• Assign a peer or buddy to help new students.

• For ESL students, use demonstrations with minimal talking so they understand the task.

Encourage Learning

Inform students of lesson goals at the start of class

Explain the importance of what they will learn

Start by explaining the why.

Use set induction to get students excited about the day's lesson.

Provide an agenda for the day and post it where students can see it.

effective managers demonstrate (kounin)

with-it-ness

Overlapping

Pacing

avoid overdwelling

Being aware of what is happening in the class

Continuing instruction seamlessly after an interruption

The flow of the lesson

Spending too long on a concept

• Not to fast; not too slow

• Questions after the task presentation

• Verbal discipline continues long after the point was made.

accountability

Without accountability there is no task (Doyle).

Some types of accountability are more effective than others (Lund).

Teacher observation with no feedback = no accountability.

Higher levels of accountability include

• public recognition
• aversive punishment
• grading

Challenge and Variety Are Important to Student Motivation:

Tasks need to be slightly more difficult than current student competence

• This activates the brain
• Students have a sense of accomplishment when they succeed.

Novel tasks excite the brain (Carruth).

Variety

Occurs when challenge and success are optimal (Csikszentmihalyi).

Flow

Routines

Customary ways to handle situations that occur regularly in class.

Teach them like you were teaching academic content.

Examples

• Attendance procedures
• Beginning class and late arrivals
• Providing missed information for students when absent
• Changing for class, entering and exiting the gymnasium
• Bathroom and water breaks
• Locker room routines

GETTING STUDENTS TO LISTEN FOR INSTRUCTIONS

Examples include:

Wait for quiet

Don't try to talk over students

Designate a spot for giving directions

Avoid callouts

Teach students how to ask a question. Develop a routine.

Start and stop Routines

Have a routine for beginning an activity.

Suggestions for getting student attention during an activity

• Freeze
• Hey–ho
• Hand clapping patterns
• Drum beat or another sound
• Whistles as needed
• Counting down from five
• Immediate stop for injury

other Routines

Grouping students

Handing in written work.

Dividing into teams

Giving tests when in the gymnasium

• Never let captains

publicly pick teams

Answer questions

• Avoid callouts

Includes:

Distribution of equipment

Returning equipment at the end of class

Use of equipment during class

Equipment Routines

Retrieving a ball from the space or court of others

Handling equipment when the teacher gives instructions

Managing Space

Arrange gym to maximize the opportunity to respond.

Use walls to return balls to student.

Archery and golf require safety considerations when arranging students.

Designate specific space when outdoors.

Create a routine for transitioning from outdoors to the gymnasium.

Managing time in physical education

Academic Learning Time in Physical Education (ALT-PE)

Management: Fire drills, attendance at the beginning of class, disciplining students

Wait: Waiting for a turn to participate when others are active

Transition: Retrieving stray equipment during skill practice

Knowledge: Cognitive learning, reading task cards

Activity: Engaged in teacher-designated activity

Off-task: Not doing the task designated by the teacher

Developing Rules

Effective teachers have clear and realistic rules (Evertson et al. 1977).

Teach rules at the beginning of the school year.

Catch infractions and respond to them.

Inform students of the consequences of rule violations.

• Infractions tend to escalate.

• This informs students that the teacher is monitoring them and aware of what is going on.

Rules

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

Keep them simple

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

Make the list short

Consider letting students develop their own with teacher final approval

Includes:

Positive

Action encourages the behavior to continue.

Negative

Action seeks to decrease or eliminate the beahvior.

Reinforcement of Behaviors

Link reinforcement with behavior

Make the reinforcement contingent on behavior.

When first teaching behaviors, reinforce them often

When students are more familiar with the behavior, you can reinforce less often.

Extinction

Eliminating or decreasing an inappropriate behavior

The behavior will get worse before it gets better.

• The person will be more determined to display the behavior.
• Example: Students using inappropriate language in class

Best not to let it start in the first place.

Premack Principle (Grandma Law)

Require students to do a challenging task followed by an easier/more pleasant task.

• Example: Run a mile before letting students play badminton.

Avoid Free Friday

• This is not really Premack Principle

• There is too little time allocated to physical education to lose 20 percent of the time to nonlearning situations.

Ways to Reward Good Behavior

Public recognition

Teacher enthusiasm

Praise that is insincere or not based on students’ actions or behaviors is ineffective.

• Some students don't want to be recognized.
• Ask before using this.

Sport education rewards good behavior.

Have students identify what they consider rewards.

Disciplining Students

Have specified consequences for rule infractions.

Techniques used by teachers:

• Evil eye/staring at student who is exhibiting the inappropriate behavior.

• Proximity: Standing close to the troublemakers.
• Separate students who are off-task from their friends.

Sending students to the office should be your last resort.

• You can't control the consequences of misbehavior.

Use of Time-Out

Allow students to cool off.

Have a way for students to return to an activity.

Students must reflect on their behavior and know why the behavior was inappropriate.

discipline targeting errors (kounin)

Teachers miss the first violation but punish the response.

Teachers punish a less serious infraction and miss the serious one.

Other ways to handle discipline issues

Individual conferences

• Behavior contract that specifies how the student's behavior will change

Parental involvement

Unacceptable punishments

• Exercise
• Corporal punishment
• Make fun of students
• Forced apologies
• Lower grades

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