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Never Let Them See You Sweat!

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1 Never Let Them See You Sweat!
Creating a Positive Learning Environment in Physical Education

2 Never Let Them See You Sweat!
Pete Charrette Physical Education Specialist Pickett’s Mill Elementary School MEd, EdS, NBPTS 2009 GAHPERD Elementary Physical Education Teacher of the Year

3 Abstract This seminar will examine a wide range of strategies, ideas and solutions that are effective in developing a safe and positive P. E. class environment. Techniques will be addressed for effectively establishing class routines, managing large groups and implementing fun and effective lessons. The presentation will also explore methods for cultivating and maintaining appropriate student behavior during P. E. classes.

4 Georgia Standards Addressed
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.

5 Physical Setting Set your gym up for the day or the next period’s activities prior to students arriving Keep the gym warm, safe and clutter free Use routine “home bases” for the students to travel to for entry, exit, transitional times or instructional episodes (Class Names, Class Lines, Student Numbers) Display important information (standards, signs, curriculum guides, unit vocabulary, schedules, and essential questions or goals for your individual lessons. This lets students, teachers, administrators and parents know what is going on in your class

6 Positive Energy Use calm assertive energy
Use effective non-verbal communication, positioning and proximity control You can say as much as you want, but the kids are picking up what is... inside of you Be the “Pack Leader” Cesar Milan: The Dog Whisperer

7 Positive Energy Cesar Milan: The Dog Whisperer

8 Lesson Structure and Pacing
Use a consistent lesson structure (Instant Activity, Lesson Focus, Ending Activity or Conclusion) Start classes with something to get the students warmed up, motivated and ready to learn (Warm up or instant Activity) Incorporate fitness into each lesson (Fitness not used only as a unit but fun fitness games utilized daily) Have a focus component for every lesson (Movement, Skill, Game or Activity related to your focus) Provide a time to decompress (Quiet Games, Trivia)

9 Individual Behavior Management
Provide immediate, fair, consistent and appropriate consequences to inappropriate behavior 1st - North and South Pole – Self time out (students go to pole for a designated time – different time per grade) 2nd - Stop and Think Worksheets - Students fill in a stop and think worksheet and teachers are notified 3rd – Discipline slip – sent home to parents (signed) 4th – Office Referral/Parent Meeting

10 Behavior Management Class Incentives
Provide a daily incentive that rewards classes that follow directions, exhibit appropriate behavior and are prepared for class Daily Parrot Awards – Given to classes that meet criteria

11 Celebrating Accomplishments
Behavior Management Celebrating Accomplishments Monthly Parrot Award Winners – Classes are recognized during Morning News Show and given the opportunity to choose a game or activity the following month Celebration Board for students “going over and above” – Students sign their name on the board that all other students see School and Personal Records – Using a variety of skill and events, students attempt to break school, Hall of Fame, and personal records – Name on Board in gym and on web site

12 Behavior Management Resolving Conflict
Provide a place and time that students can resolve a dispute using techniques you teach at the beginning of the year Win-Win – 7 Habits of Highly Effective People Conflict Resolution Table – Place students go to resolve issues or disagreements Stopping Conflict Provide solutions for and put in place mechanisms that stop conflict before it occurs in activities or games that require decisions to be made (i.e.. 4 Square Refs, Rock, Paper, Scissors) Students used as referees, scorekeepers and judges for games and activities

13 Engaging Students Have extra tasks/activities prepared for students that are out with notes (Counting box tops, reading books related to unit, refereeing, creating things you can use) When teaching manipulative skills, provide time for students to be creative (ex. Ball Handling – Harlem Globe Trotter routines, jump rope routines (combining skills or creating new ones) Get group feedback from games and activities (Asking for scores on games, thumbs up/thumbs down) Use students during games to act as referees, judges , sideline and scorers (4 Square, Pirates)

14 Engaging Students Have a plethora of attention grabbing techniques to engage students prior to instruction (Clapping, “Attention”, Repeat Phrases, Follow the Teacher’s Signals, Point to Objects around Room) Have some instant activities ready for times when you just might need them (Tag Games, “Hit the Dirt”, Cha Cha Slide, Dance Party) Use students that need extra attention to help you set up, move equipment, or help you accomplish everyday tasks (P. E. Morning Helpers) Have a routine quiet game/activity set prior to dismissal each day (Quiet Games, Sports Trivia)

15 Using Music During Lessons
Use music during daily lessons(if possible) to help with transition, flow and positive energy Use up-tempo music during fitness activities and background music during games , activities and teaching segments Use music during big events such as Field Day and Jump Rope for Heart to add excitement and keep classes on time for events

16 Grouping Students Have a variety of “non-threatening” techniques for breaking students into partners, small groups or teams Mix gender groups and ability groups most of the time Group students by gender or ability in appropriate circumstances

17 Organizing Activities
Use spot markers (poly spots), cones, lines or other marking devises for quick and efficient grouping (especially for the younger students). Also use Velcro spots, tape, or paint on a field to mark positions for easy rotation in games such as soccer or hockey! Have station areas clearly marked and use station numbers and directional arrows for rotational purposes when teaching skill, fitness or movement stations

18 Curriculum and Lesson Planning
Develop a yearly curriculum plan but be flexible to change units for weather and any unforeseen events (Pickett’s Mill General Curriculum Guide & the Pickett’s Mill Yearly Unit Plan) Use a practical, inclusive and versatile lesson plan (The VIP Lesson Plan & the VIP Team Game Plan)

19 Incorporating the Curriculum
Use a variety of teaching and learning strategies (Command Style, Practice Style, Guided Discovery, Student Creativity) Use a variety of methods, activities and games for teaching skill building, fitness development and movement (Vary approach to reaching my lesson goal) Teach your curriculum using a variety of grouping techniques including large group, small group, partner, and individual (Ex. Soccer unit – dribbling skill development, partner pass, small group shooting games, large group games soccer LOG’s) Incorporate Fitness somehow into all lessons

20 Instructional Feedback
Be positive and enthusiastic - “positive feedback works positively” Use visual cues and demonstration Be specific, “clear and concise” “Paint a clear picture” Reward Effort In small groups - stop activity or game in order to take advantage of “teachable moments” Use humor - but don’t put down students

21 Value of a P. E. Web Site Use as a blog to keep students and parents informed about your day-to-day classes Place to keep all P. E. documents, parent letters, curriculum, & grading procedures Inform students, parents and teachers about any “special events” Great place to put links to help others

22 Love What You Do!

23 Never Let Them See You Sweat!
Pete Charrette Physical Education Specialist Pickett’s Mill Elementary School MEd, EdS, NBPTS 2009 GAHPERD Elementary Physical Education Teacher of the Year

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