creating_classroom_climate

Effective Teaching and Classroom Management in Physical Education

a classroom climate that supports standards-based instruction

Creating

Both are equally important.

They work together in effective educational settings.

Doyle and Carter identified two task systems.

• Managerial task system
• Instructional task system

Good Teachers are good managers

Classroom climate is the key to success.

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

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

Students learn best when they are comfortable.

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

Fear and anxiety are enemies of teaching.

Creating a Positive Learning Environment

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

When teacher expectations are clear, students will meet them.

• We cannot ignore those who struggle with the content.

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

Every Student Succeeds act (essa) 2015

All children must learn.

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

Goal is to get better and learn more.

Learning Orientation

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

Task completion orientation

Students compare their work to that of others.

Ego orientation

Goal Orientations

Strategies for learning student names:

• Photo of class
• Practice using names

Student Names

Use first names or a student-designated nickname.

Good managers know student names.

• Helps to personalize the climate.

• Learning progressions should lead to achievement.

Make them feel optimistic.

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

Make them feel potent.

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

Make them feel like they belong.

• Use challenging but achievable tasks.

Empower students

Find ways for them to experience success.

• Learning tends to be more lasting or permanent.

Development of skill competency means learning from mistakes.

The most learning occurs when students struggle at first.

Create a learning environment where it is ok to fail

Strategies for welcoming new students:

Entering a school midyear can be traumatic.

• 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.

Make new students feel welcome

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

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

Start by explaining the why.

Explain the importance of what they will learn

Inform students of lesson goals at the start of class

Encourage Learning

• Verbal discipline continues long after the point was made.

• Not to fast; not too slow

• Questions after the task presentation

Spending too long on a concept

avoid overdwelling

Pacing

The flow of the lesson

Overlapping

Continuing instruction seamlessly after an interruption

with-it-ness

Being aware of what is happening in the class

effective managers demonstrate (kounin)

Teacher observation with no feedback = no accountability.

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

Without accountability there is no task (Doyle).

Higher levels of accountability include

• public recognition
• aversive punishment
• grading

accountability

Flow

Occurs when challenge and success are optimal (Csikszentmihalyi).

Variety

Novel tasks excite the brain (Carruth).

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

Tasks need to be slightly more difficult than current student competence

Challenge and Variety Are Important to Student Motivation:

Teach them like you were teaching academic content.

• 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

Examples

Routines

Customary ways to handle situations that occur regularly in class.

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

Avoid callouts

Don't try to talk over students

Designate a spot for giving directions

Wait for quiet

Examples include:

GETTING STUDENTS TO LISTEN FOR INSTRUCTIONS

Have a routine for beginning an activity.

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

Suggestions for getting student attention during an activity

Start and stop Routines

Dividing into teams

Giving tests when in the gymnasium

Handing in written work.

Answer questions

• Never let captains publicly pick teams

Grouping students

• Avoid callouts

other Routines

Handling equipment when the teacher gives instructions

Retrieving a ball from the space or court of others

Distribution of equipment

Use of equipment during class

Returning equipment at the end of class

Equipment Routines

Includes:

Create a routine for transitioning from outdoors to the gymnasium.

Designate specific space when outdoors.

Archery and golf require safety considerations when arranging students.

Use walls to return balls to student.

Arrange gym to maximize the opportunity to respond.

Managing Space

Transition: Retrieving stray equipment during skill practice

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

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

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

Activity: Engaged in teacher-designated activity

Knowledge: Cognitive learning, reading task cards

Academic Learning Time in Physical Education (ALT-PE)

Managing time in physical education

• Infractions tend to escalate.

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

Inform students of the consequences of rule violations.

Catch infractions and respond to them.

Teach rules at the beginning of the school year.

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

Developing Rules

Consider letting students develop their own with teacher final approval

Make the list short

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?

Rules

When first teaching behaviors, reinforce them often

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

Positive

Action encourages the behavior to continue.

Link reinforcement with behavior

Make the reinforcement contingent on behavior.

Negative

Action seeks to decrease or eliminate the beahvior.

Reinforcement of Behaviors

Includes:

Best not to let it start in the first place.

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

The behavior will get worse before it gets better.

Eliminating or decreasing an inappropriate behavior

Extinction

• 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.

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

Avoid Free Friday

Premack Principle (Grandma Law)

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

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

Have students identify what they consider rewards.

Sport education rewards good behavior.

Teacher enthusiasm

Public recognition

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

Ways to Reward Good Behavior

• You can't control the consequences of misbehavior.

Sending students to the office should be your last resort.

• 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.

Techniques used by teachers:

Have specified consequences for rule infractions.

Disciplining Students

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

Have a way for students to return to an activity.

Allow students to cool off.

Use of Time-Out

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

Teachers miss the first violation but punish the response.

discipline targeting errors (kounin)

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

Unacceptable punishments

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

Individual conferences

Parental involvement

Other ways to handle discipline issues

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