THEME 8

• Classroom management


  All of the things that a teacher does to organise students, space, time and materials so that student learning can take place
• Classroom management


  A wide variety of skills and techniques teachers use to keep students organised, orderly, focused, attentive, on task, and academically productive during a class
• Importance of classroom management

  • Correcting Behavioral Problems
  • Establishing a Learning Culture
  • Building Relationships
  • Promoting Health and Safety
  • Clarifying Processes
  • Encouraging Accountability
  • Accommodating Diversity and Inclusion
• Components of classroom management in PE

  • Preventive strategies
  • Supportive strategies
  • Corrective strategies
• Preventative strategies


  Methods teachers implement to prevent unwanted behaviour based on what they know
• Supportive strategies


  Methods that encourage responsible behaviour as the primary focus
• Corrective strategies


  Responses that occur on a continuum and are designed to extinguish interfering behaviours and encourage appropriate ones
• Preventative classroom management


  Teachers' proactive strategies to develop and maintain a positive on-task climate in which minimal time is devoted to managerial issues
• Efficient time use in PE classes is critical, given children's limited PE in schools today
• Teachers who manage their classrooms can create an environment where learning is the focus
• Managerial task system


  Establishes a structure through which the PE class becomes a predictable and smooth operating system
• Getting learners' attention


  1. Using audible cues such as a whistle or music

  2. Using rhythmic signals like clapping, snapping and/or stomping patterns

  3. Using signs, symbols and/or actions
• Establishing equipment protocols


  1. Placing equipment around the perimeter of the teaching space

  2. Assigning group leaders to get and distribute equipment

  3. Setting up equipment in advance
• Managing equipment within the lesson

  Learners can set the equipment on the floor behind them
• Routines


  • Grouping strategies
  • Entering the venue
  • Exiting the venue
  • Comfort break
• Rules


  Identify general expectations for behaviour that cover a variety of situations
• No more than 5 to 8 rules can communicate important categories of behaviour and be remembered by learners
• Categories of PE rules

  • Safety
  • Respect others
  • Respect the learning environment
  • Support the learning of others
  • Trying hard
• Managerial time


  Learners' cumulative time on organisational, transitional, and non-subject matter tasks
• Managerial episode


  A single unit of management time that begins with a managerial behaviour emitted by a teacher and continues until the next instructional event or activity begins
• Managerial interaction


  The verbal and non-verbal teacher behaviour needed to develop and maintain the managerial task system
• Skills and strategies most important to preventative classroom management

  • Control the initial activity
  • Start the class promptly and on time
  • Use a time-saving method when taking attendance register
  • Utilise proactive teaching through prompts, hustles and enthusiasm
  • Communicate high yet realistic expectations
  • Using high rates of specific feedback and positive interactions
  • Avoid slowdowns and breaks
  • Post records of the managerial performance of learners
  • Use verbal and non-verbal cues
  • Back to Wall
  • Learn your learners' names