Transcript Never Let Them See You Sweat!

Creating a Positive Learning Environment in
Physical Education
Pete Charrette
Physical Education Specialist
Pickett’s Mill Elementary School
MEd, EdS, NBPTS
2009 GAHPERD Elementary Physical Education Teacher
of the Year
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.
 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.
 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
 Use calm assertive energy
Cesar Milan:
The Dog
Whisperer
 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
 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)
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
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
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
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
 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)
 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)
 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
 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
 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
 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)
 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
 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
 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” http://pickettsmill.typepad.com/pe
 Great place to put links to help others
Pete Charrette
Physical Education Specialist
Pickett’s Mill Elementary School
MEd, EdS, NBPTS
2009 GAHPERD Elementary Physical Education Teacher
of the Year