Scott McEwan: Elementary School P.E. by Scott McEwan https://padlet.com/scott_mcewan14/jlk7r31ulkkv Behavior Management en-us 2018-09-20 18:09:43 UTC 2024-06-16 00:28:02 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png Planning for Transition Time (Barbetta, et al., 2005) scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161418 Planning for transition time is especially important in a P.E. class because it takes time to explain the rules and procedures of the activities as well as retrieve and set up the equipment.
Example: Say that I wanted the activity in class to last 20 minutes and the class is only 45 minutes long. I would have to take into consideration about 5 minutes for calling role at the beginning, about 5 minutes to warm up, about 5 minutes to explain the activity and answer any questions, and about 5 minutes to set up for the activity. All of this adds up to about 40 minutes, and it is good to have a little bit of flexibility in allowing for the transition time, which includes taking role, then warming up, then setting up and explaining the activity, then cleaning up.
How it would work: The way this works is that when I am doing my lesson plans and planning the times of all of the activities, I simply allow for time to transition. I have to make sure that the activities are not still going on when it is time for the students to leave, so that they can have ownership in what they do by cleaning up together.
Appropriateness: Planning for transition time in P.E. is not only appropriate, but necessary. It only takes a few class periods to figure out how long on average the transitions will take. If you do not plan for transition time, that is not appropriate, because there has to be enough time to get through each activity as well as the warm up, set up, and clean up.]]> 2018-09-20 22:01:38 UTC https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161418 Admiring Negative Attitudes and Behaviors (Beaty-O’Ferrall, et al.) scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161479 While at first glance, this may seem like a crazy idea, admiring negative attitudes and behaviors can actually direct a student's strength in the right direction, if executed properly.
Example: Say that during a basketball activity, one of the students gets angry that he missed a shot and throws the ball at the wall forcefully. Rather than yelling at the student in front of everyone, it could be effective to have everyone else continue the activity but go talk to him privately. In this case, you could say something along the lines of, "Hey Tony, I noticed that you really care a lot about basketball and that you set high standards for yourself." Maybe Tony responds with, "I guess so" or "Why do you say that?" You can then add, "I care about you Tony, and I think that you are really becoming a great basketball player, and I especially admire your passion for wanting to succeed in this. All I ask is that you be a good sport and play with respect, because we respect each other in this gym." Tony might be surprised that you did not snap at him and you can then encourage him to go back and join the group.
How it would work: This may not work with everyone, but it is worth a shot because this method plays on the strengths of the students, and in this case, Tony's frustration at a missed shot shows passion for the game, a trait that can prove to be very valuable. Complimenting Tony and giving him upward motivation shows that you really care and he would feel that you empathize with him more and would thus be more respectful out of that mutual respect.
Appropriateness: This method may not be appropriate for every student, but when it does work, it can be far more effective than being yelled at, especially if they are an attention-seeker.]]> 2018-09-20 22:02:02 UTC https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161479 Having an Effective Lesson Plan Every Day (Blewitt, 2012) scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161516 A lesson plan that is effective in P.E. knows how to keep students involved and interested without making things so monotonous. P.E. should be a fun class, not a chore.
Example: Obviously, the lesson plans need to have the learning objectives, the warm up, the activities, and the procedures. The key to having an effective lesson plan is variability in activities. If students keep doing the same activities every day, they will get tired of them and this could make them loathe certain activities, which could lower their chances of continuing these activities in the future. I would make an effective lesson plan that had some elements of habit every day (entering the gym, the warm up, leaving the gym) but that varied in the main activities, meaning not playing the same thing every day, because keeping students interested and learning more and different activities will increase their chances of living an active life later on. The lesson plans also need to give clear directions on every activities so that no one is confused. The students should not be overwhelmed by the directions, however.
How it would work: Either way, you will have to make lesson plans as a teacher, so if you are going to make one, make an effective one, not a half-hearted one that shows a lack of care and creativity. When creating these effective lesson plans, it is important to keep in mind variability, time management, effective and concise instructions, and of course, creativity!
Appropriateness: An effective lesson plan not only keeps the students interested, but it may also keep the students from rebelling and refusing to participate in activities because they have done them too much. An effective lesson, plan, containing all the important elements, is vital to instilling a love for physical activity in young children.]]> 2018-09-20 22:02:20 UTC https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161516 Making Procedures (Dustova & Cotton, 2015) scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161541 Making procedures for everyday class duties leaves less room for confusion and misbehavior of the students as well as misuse of equipment.
Example: For example, it would make a lot of sense to have an everyday procedure for walking into class and getting ready for roll call. Here is a sample procedure for that.
1. Walk into the gym
2. Sit down at your assigned floor space,
3. Listen and be respectful when the teacher starts to call roll.
How it would work: The way that this would work is first that assigned spaces are arranged. Typically, students sit in alphabetic order in descending columns. After these assigned spaces are arranged, I can reinforce this procedure not only through telling the class these procedures and what is expected, but also by making a poster and putting it up in visible sight so that the students get into the routine.
Appropriateness: Having a class-entering procedure is key to avoiding initial chaos and confusion when people come into class. If there was not an initial class-entering procedure, some students would not know what to do, some would horseplay, and less time would be available for the activities because you have to have an order about the classroom so that not so much time is spent rallying people up to do one thing. If they already know what to do before class even starts, then a lot of time is saved and can be used for fun activities.]]> 2018-09-20 22:02:33 UTC https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161541 Having a Comprehensive Disciplinary Plan (Amplivox Sound Systems, 2011 scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161578 Having a comprehensive disciplinary plan not only effectively deals with misbehavior, but also deters misbehavior. This should be a part of the curriculum from the first day of school, and the disciplinary plan should be tougher initially to maintain a culture of order in the class during the year.
Example: A comprehensive disciplinary plan would contain the consequences (whether positive or negative) to adherence or nonobservance of the rules. The rules should be few, simple yet effective, and helped to make by the students as well to promote ownership. For example, if one of the rules was to "respect teammates and opponents", then the comprehensive disciplinary plan would list a positive consequence associated with adherence like "praise the students for their efforts" and a negative consequence associated with nonobservance like this: 1st offense- verbal warning, 2nd offense- private conversation, 3rd offense- removal from activity.
How it would work: This plan would work by being presented every day during the first week of class as well as posting it on the wall for everyone to see. The point is to let the students know what is expected of them right from the beginning and to deter them from not complying. The key is to start off strong from the beginning so that you don't get taken advantage of by the students during the rest of the year.
Appropriateness: A comprehensive disciplinary plan is appropriate for maintaining order in a class like P.E., which can be a class of chaos if not founded on a strong structure. This plan needs to be implemented in the beginning and is probably the most appropriate way to let students know what is expected of them from the beginning.]]> 2018-09-20 22:02:52 UTC https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284161578 References scott_mcewan14 https://padlet.com/scott_mcewan14/jlk7r31ulkkv/wish/284574463 Amplivox Sound Systems. (2011, 28 November). Top 10 Proven Classroom Management Tips
for Teachers [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=210&v=0XUTdaQIdKI

Beaty-O’Ferrall, M. E., Green, A. and Hanna, F. Strategies for Difficult Students. Association for Middle Level Education. Retrieved from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/129/Classroom-Management-Strategies-for-Difficult-Students.aspx

Blewitt, A. (2012, June). Classroom Tips. Phi Delta Kappa International. Retrieved from https://blackboard.angelo.edu/webapps/blackboard/execute/displayLearningUnit?course_id=_55663_1&content_id=_1832329_1&framesetWrapped=true

Dustova, G. and Cotton, S. (2015). Classroom Management Strategies. The CTE Journal, 3(2), 
32-42. Retrieved from 
http://content.ebscohost.com/ContentServer.asp?EbscoContent=dGJyMNLe80SeqK440dvuOLCmr1Cep7RSrqm4SrSWxWXS&ContentCustomer=dGJyMPGutk%2B2prNJuePfgeyx43zx1%2B6B&T=P&P=AN&S=R&D=eue&K=110305602

Patricia M. Barbetta, Kathleen Leong Norona & David F. Bicard (2005): Classroom Behavior 
Management: A Dozen Common Mistakes and What to Do Instead, Preventing School Failure: Alternative Education for Children and Youth, 49:3, 11-19.

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