Classroom Organization and Management

1
Classroom Organization and Management

• Departmental policies and procedures
• Needed to have consistency
• Need to create a handbook and a handout

2
Setting the tone

• First few days are critical
• How do you review rules and procedure?
• State the rule
• Explain why the rule is important
• Explain the consequences of breaking the rule
• Provide an example of what a rule infraction
  looks like

3
First week of class

• Day 1 Distribute handbooks and provide handouts
  (two copies) one to sign/return and one to
  keep. Go over policies, assign students to
  squads
• Day 2 Locker room day Take attendance using
  squad formation record names of those who
  returned contracts assign lockers and have
  students practice opening locks

4
First Week of Class (Cont.)

• Day 3 First day to dress assemble in squad
  formation for attendance collect rest of handouts

5
Policies and Procedures parents sign

• Indicates that they understand policies and
  procedures
• Provides a parental signature to later compare
  with excuse notes

6
PE Student Handbook may contain

• Department philosophy
• PE objectives
• Registration procedures and course offerings
• Policies concerning uniforms, dressing, showers,
  locker rooms, and laundering uniforms

7
PE Student Handbook may contain (Cont.)

• Policies for medical excuses, safety, accidents,
  and first aid
• Physical education standards
• Activities offered in the program
• Grading standards and policies
• Policies for making up absences

8
PE Student Handbook may contain (Cont.)

• Physical fitness appraisals
• Policies concerning student leaders
• Extra-class activities
• Emergency contact information for the school
• Invitation to meet with parents about concerns
  including school phone number and/or email address

9
Uniforms

• Students should change into clothing that allows
  active, comfortable, and safe participation
• Sometimes do NOT need to change clothes, shoes
  may be enough
• When establishing a dress procedure, think about
  differences size, disability, religion

10
Uniforms

• Really need several options for uniforms
• Uniforms should be marked with students name
• Uniforms should be laundered
• Teachers should dress appropriately and
  distinctive so they can be spotted easily.

11
Excuses from Activity

• KNOW the physical disabilities of your
  students!!!
• Medical excuses should be cleared through the
  school nurse keep the excuses after 3-4 days
  require a doctors note or contact the parent
• You MUST honor the parent or doctors notes
• Students should not return until the doctor says
  so.

12
Non-medical excuses

• When a student does not dress for several days,
  look for the cause behind this behavior
• 1) physical stomachaches, headaches, menstrual
  cramps
• 2) moral or religious uniforms not conservative
  enough
• 3) defiance of authority

13
Encourage participation

• Make classes so exciting that students want to be
  there
• Set an example of appropriate dress
• Exhibit a genuine desire to understand and help
  students resolve self-consciousness about their
  bodies and performance skill
• Refuse to punish students who fail to dress out.

14
Encourage participation

• Have loaner uniforms
• If they have minor ailments, encourage them to
  participate to the best of their abilities
• Do not allow students who are not dressed to
  participate in activities or to sit on the
  sidelines where they are nuisances

15
Encourage participation

• Send students who are ill, idle, or disturbing to
  an appropriate place
• If they remain, they should have something to do
  a written report, answer questions on an
  article,
• Students who fail to participate in PE should NOT
  be rewarded by being allowed to socialize with
  others.

16
Dressing as a grade

• NO dressing is a management issue, not an
  academic one.
• If students fail to dress, they will usually fail
  to do well on written, fitness, and skills tests,
  etc.

17
Locker Room Policies

• Make the locker room appealing well lighted,
  adequate mirrors, electrical outlets, CLEAN, free
  of odor

18
Locker Room Policies

• At the beginning of the year, explain
• Traffic patterns to ensure safety
• Use of lockers (small for individuals and long
  during class)
• Lost and found for locks, uniforms, etc.
• Procedures for showering
• Policies for locker clean out, laundering
  uniforms, protecting valuables, and keeping
  lockers locked

19
Locker Room Policies

• Check the locker room regularly for clothing and
  towels left out and open lockers
• Someone should supervise the locker room each
  hour.
• Locker rooms should be locked when not supervised

20
Locker Room Policies - Liabilities

• Floors are often wet
• Horseplay MUST be prevented
• Prohibit ANY glass containers in the room
• You must have clear rules that are posted
  outlining behavior expectations
• You must warn of all risks, enforce rules, lock
  the locker room, provide adequate time for
  dressing, quiet them down before dismissing them.
• Must ACTIVELY supervise
• Insist that the custodians keep locker rooms clean

21
Locks and Lockers

• Built-in lockers are less hassle, but can be
  opened with a knife
• Combination is better than a key as students lose
  keys
• Best if school owns the locks, so teacher has
  access
• MUST be organized to know who has which locker,
  which lock, and combination

22
Locks and Lockers

• A piece of tape on locker with the students name
  and locker number can help prevent the students
  putting the wrong lock on the wrong locker

23
Lockers

• Gym uniforms can he stored in small lockers and
  street clothes placed in long lockers.
• Assign lockers in HORIZONTAL rows by class
  periods. This spreads the students out
• Assign lowest rows to youngest students

24
Towels

• Will students rent or bring their own?
• If rented school must keep tract of who took
  one and it was returned. Who will launder?

25
Showers

• May NOT use showering as a basis for grades
• Never require showers if students have been
  largely inactive archery.
• Allow 10-15 minutes for showers will need
  longer if swimming

26
Managing the teaching environment

• Inspect facilities and equipment before class
• Arrange equipment before class begins use
  student helpers.
• Adequate teaching stations should be available
  for all instructors
• Are you prepared for bad weather?
• Need ways to transport equipment easily

27
Management time

• Management time contains little, if any,
  instruction and learning
• This is when most problems occur
• ALT-PE - management time is students changing
  clothing, roll call, announcements, housekeeping
  tasks, getting out or putting equipment away,
  lining up for dismissal, when students are
  disciplined, fire drills, waiting in lines

28
Routines decrease management time

• Handling equipment and written assignments
• Distribute and collect equipment
• Starting class
• Taking attendance squads, lines, check-in, oral
  roll call. . .

29
Getting Students Attention and Giving Directions

• Two main types of directions
• Stop where you are and listen
• Stop and come in to the center
• Do NOT use the same signal for both
• How will you stop your students?

30
Gaining attention

• Use a whistle sparingly but use with authority
  bring yours to class next time
• When outside, use a visual as well as an auditory
  signal
• If your school has a universal sign for quiet,
  use it
• Use your gym voice and drink lots of water to
  protect voice a PA system is really better

31
Gaining attention

• Do not yell all the time -students tune you out.
  Best to talk softly, yet loud enough to be
  heard. Best if you have them around you and a
  wall behind them.
• Teach students what you expect when the attention
  signal is given.

32
Giving Directions

• Develop a listening area in center of activity
  best
• Tell them whether to sit or stand, what to do
  with equipment, how they are to behave hands on
  knees, not talking, etc.

33
Giving Directions

• If class is large, have students come in a
  semi-circle or randomly clustered around you
  rather than in a long line
• If outdoors, the teacher faces the sun
• Have students face AWAY from distractions if
  sun is also a factor, better to face the sun and
  have back to distraction

34
Giving Directions

• 4. Easier to be heard if you face a wall as it
  will trap the sound
• 5. Students should sit so they can see you. They
  behave better and you can see them all.
• 6. Directions can be posters or demonstrations

35
Giving Directions

• 7. Give complete instructions the situation,
  performance, and criteria.
• 8. Avoid automatically repeating instructions
  they will learn to tune you out the first time
  through
• 9. Do not ask if they have questions ask them
  specific questions about various procedures for
  the task

36
Finishing an Activity or Class Ideas

• Summarize the main ideas of the lesson with a
  short statement and explain what the students
  will be expected to realize as an outcome.
• Ask the students questions in which responses
  summarize the lesson.
• Assign one or two students to listen carefully
  and then summarize for everyone

37
Finishing an Activity or Class Ideas (Cont.)

• Use a worksheet to help students summarize
  information
• Have several students take turns telling what
  they learned in the lesson
• Present a real-life situation that could be
  resolved by using lesson ideas

38
Finishing an Activity or Class Ideas (Cont.)

• If you have more time
• Give an oral or written quiz
• Use instructional games to test the information
  taught
• Have the students write or tell what the main
  idea is
• Divide the class into small groups. Each
• group could act out the lesson

39
Class formations

• Circles and semi-circles
• Lines and columns
• Extended formations number off and 1s take 5
  steps forward 2s take 4 steps forward, etc.
• Partners or small groups

40
Routines

• Rest room
• Getting water
• Routines for emergencies
• Fire drill
• Serious injuries
• Intruder
• Fights
• Complete an accident report whenever there is an
  injury

41
Organizing Groups and Teams

• Count off
• Choosing teams stand behind the captain of your
  choice
• Assigned before class and posted
• Random assignment

42
Supervision

• Teacher needs vision and movement
• Back to the wall and move along the edges of the
  class
• NEVER leave students unsupervised
• Be sure all students are accounted for take
  grade book with you for firedrills.

43
Adapting to Interruptions

• When classes are shortened
• Change the activity you are teaching
• Give a lesson on strategies or rules
• Perform an evaluation -skill or written test

44

• When classes are small, use this as individual
  instruction time
• Or teach a lead-up game using the skills they
  have already learned

45
New Students

• Video tape your opening day comments. Let new
  students see this burning a DVD is great
• Have a student mentor buddy up with the new
  student
• If possible, put the new students locker near
  the mentor

46
Record Keeping

• Attendance
• Achievement
• Class records
• Individual permanent record cards
• Health and medical records
• Equipment and locker records