Chapter 7

Report
Chapter 7
Managing and Teaching the
Physical Education Lesson
Chapter objectives





Identify various teaching styles and strategies
Provide examples of feedback helpful in
improving student skills
Effectively organize and supervise students
Discuss discipline strategies and ideas
Express key elements for nurturing a caring
class environment
Organizing and Teaching
the Lesson Content


Teaching students in the movement setting involves
elements not necessarily found in the regular
classroom.
Challenges of the typical PE class include:



Increasing movement time for the child while decreasing
managerial time
Maximizing movement time for all children, including lowskilled students and students with disabilities
Managing behavior problems exhibited by students
Activity time
We need to be aware of wait time for
activity. Strive to increase movement
time, manage behavior and provide
feedback as quickly as possible.
Organizing and Teaching the Lesson
Content
Organizing the PE Lesson Content


Introductory activity
 2 minutes in length
 Allows immediate activity
to occur upon entering
gym
 Gets the body ready to
participate in activity
Lesson focus activities
 20 minutes in length
 Movement form taught
comes from the yearly
plan
 Activities relate to the
day’s lesson objectives


Physical fitness activity
 5 minutes in length
 Activities improve some
component of physical
fitness
Ending activity


1-2 minutes in length
Brings closure to the lesson
Organizing Students for Activity
Common Organizational Routines







Entering the gymnasium
Getting drinks of water
Using the restroom during class
Getting the attention of students
Distributing and collecting equipment
Handling emergency situations (including
injuries)
Leaving the gymnasium
Organizing Students for Activity
Using Routines to Reduce Management
Time


Just establishing routines does not reduce
management time.
Students must learn to implement the
routines quickly and appropriately





Teach the routine to the students
Practice the routine
Use the routine consistently
Review the routine periodically
It is also helpful to proceed quickly between
activities (fast pace)
Organizing Students for Activity
Supervising Class Activities




Position yourself to keep all students in
view
Move around the perimeter of the space
Scan frequently to detect problems
early
Watch everyone all the time
Off task behaviors



These behaviors will occur, no matter
how hard we try. Be prepared to adjust
teaching strategies.
Examples-move students to wall, back
to start, pinpoint positive behaviors
Avoid yelling, or negative comments
Organizing Students for Activity
Instilling Safety into Every Lesson

The teacher thinks about and plans for
safe activity when preparing each
lesson



By examining the appropriateness of
activities included in the lesson
By specifying safety procedures in each
written lesson plan
Detailed safety information is presented
in Chapter 11.
Helping Students Choose Responsible Behavior
Establish a Caring Classroom Community

The teacher establishes a relationship with the
students by:







Developing ways to get to know your students on a personal
level
Developing ways to share “your story” with your students
Making the classroom a friendly place
Teaching students to solve their own behavior problems
Allowing students to suffer the natural consequences of their
actions
Not taking student misbehavior as a personal affront
Is based on the premise that students and teachers are
partners in the learning process
Canter’s Assertive Discipline
Model
1.
2.
3.
4.
All students can behave responsibly.
Firm control is fair.
Reasonable expectations should be
clearly communicated.
Teachers should expect appropriate
behavior and receive parental and
administrative support.
Model continued
5. Appropriate behavior should be reinforced;
inappropriate behavior should have logical
consequences.
6. Logical consequences should be clearly
communicated.
7. Consequences should be consistently reinforced.
8. All verbal and nonverbal communication should be
firm with eye contact.
9. Teacher should mentally practice expectations and
consequences to insure consistency.
Example of consequences






1st time child breaks a rule-warning
2nd time-5 minute time out
3rd time-10 minute time out
4th time-teacher calls parent
5th time-child sent to principal
Good behavior all week earns 10 minutes of
free time or a tangible reward (sticker)

similar documents