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SLLu 302

AsslgnmenL #1




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A paper submlLLed
ln parLlal fulflllmenL of Lhe course requlremenLs for


SLLu 302
Secondary and Mlddle Level ConLenL MeLhods: Þhyslcal LducaLlon


lall, 2013


lor
ur. nllo 8amos


8y
!ulle Munson





SepLember 23, 2013

2
6(7)5 .8 0./-5/-%

Þage
lnLroducLlon

1heme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
LsLabllshlng Classroom ALmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ÞroLocols

LsLabllshlng 8ules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
1he 8ules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4
Consequences for lnapproprlaLe 8ehavlor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Consequences for ApproprlaLe 8ehavlor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

8ouLlnes

SLarLlng and SLopplng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
LnLerlng and Leavlng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
LqulpmenL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
ÞarLners and Croups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
WaLer 8reaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3
8aLhroom use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CLher rouLlnes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CeLLlng off Lo a good sLarL - Þrocedures for Lhe sLarL of Lhe year

uescrlbe and demonsLraLe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
ÞracLlce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 6
Þrovldlng feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
SeLLlng performance sLandards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 7
MalnLalnlng conslsLency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7


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Classroom managemenL ls vlLal Lo sLudenLs' success. Pavlng a plan ln place helps Lo seL Lhe Lone
for boLh Lhe sLudenLs and Lhe Leacher ln Lhe learnlng envlronmenL. A classroom managemenL
plan can help Lo prevenL and address dlsrupLlve behavlor, as well as promoLe poslLlve behavlor.
1he followlng addresses Lhe dlfferenL aspecLs of my classroom managemenL plan.
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1heme

1he Lheme for each of my classes wlll be !"#$% '($)* +,#- ./01/23* (4) '(5/ 67489 l belleve
LhaL Lhese elemenLs are lmporLanL ln all areas of llfe and help Lo provlde a good foundaLlon for
Lhe fuLure of my sLudenLs.
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LsLabllshlng Classroom ALmosphere

CreaLlng a poslLlve classroom LhaL fosLers en[oymenL and learnlng ls crlLlcal Lo sLudenLs'
success. l wlll esLabllsh a classroom aLmosphere ln Lhe followlng ways. llrsL and foremosL l wlll
LreaL my sLudenLs wlLh respecL, because l belleve LhaL ln order Lo geL respecL you flrsL have Lo
earn lL. 1eachers serve as role models so lL ls parL of my [ob Lo acL ln a way LhaL l would llke for
my sLudenLs Lo emulaLe. Second, l wlll develop and relnforce a conslsLenL seL of rules LhaL wlll
be lnLroduced Lhe flrsL day of classes and carrled LhroughouL Lhe Lerm. 1he rules wlll be
dlsplayed on Lhe walls as a dally remlnder of classroom expecLaLlons. l wlll also develop a
rouLlne for each class perlod Lo help Lhe Llme run more smooLhly and llmlL dlsrupLlons. 1hls wlll
help Lhe sLudenLs Lo know whaL ls expecLed of Lhem and can lead Lo a level of lndependence.
LasLly, l wlll dlsplay en[oymenL each day, ln dolng so, l wlll show my sLudenLs LhaL l en[oy
worklng wlLh Lhem and l wanL Lhem Lo en[oy my class.
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"1.-.'.)%

LsLabllshlng 8ules

LsLabllshlng rules ls an lmporLanL componenL of classroom managemenL. l wlll engage my
sLudenLs ln Lhe maklng of Lhe rules by havlng a dlscusslon on Lhe flrsL day of classes creaLlng a
seL of rules LhaL Lhey can agree wlLh. Þrovldlng Lhe sLudenLs wlLh a say ln Lhe classroom
expecLaLlons wlll help Lhem Lo feel empowered and more wllllng Lo adhere Lo Lhe rules. 1he
rules wlll be shorL ln lengLh and few ln number Lo ald sLudenLs ln rememberlng Lhem. 1hey wlll
also be clear and poslLlve, sLaLlng whaL ls expecLed and avoldlng Lelllng Lhe sLudenLs whaL noL
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Lo do. ulsplaylng Lhe rules on posLers LhroughouL Lhe classroom wlll serve as a dally remlnder of
whaL ls expecLed.
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8ules

• Colden 8ule: 1reaL oLhers Lhe way you llke Lo be LreaLed
• SafeLy llrsL
• 8especL
o ?ourself by worklng hard and safely every day Lo lmprove your flLness level
o CLhers by always encouraglng, never puLLlng down
o LqulpmenL by uslng lL for lnLended purposes
• 8e Þrepared
• Work Pard
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Consequences for lnapproprlaLe 8ehavlor:

1. verbal Warnlng
2. 1lme ouL - 8efocus Llme away from group, and lnform classroom Leacher
3. 1lme ouL - WrlLLen AlerL Lo be senL home Lhen slgned and reLurned by parenL
4. Þhone call home
3. MeeLlng wlLh Lhe Þrlnclpal
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Consequences for ApproprlaLe 8ehavlor:

lL ls my bellef LhaL as a Leacher you wlll geL more of Lhe behavlors LhaL you pay aLLenLlon Lo.
WlLh LhaL belng sald, l wlll Lry Lo reward poslLlve consequences for approprlaLe behavlor.
8ewards wlll be awarded boLh lndlvldually and for Lhe class as a whole. lndlvldually, sLudenLs
wlll be pralsed for approprlaLe behavlor and awarded speclal prlvlleges. Lach class perlod l wlll
Lry Lo enforce Leamwork by awardlng Lhe class a ºsLar" for each class perlod wlLh no
lnapproprlaLe behavlor. AfLer 33 ºsLars" are reached for Lhe class, Lhe sLudenLs wlll be awarded
half of a class perlod of free Llme or game of Lhelr cholce.
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:.,-&/5%

SLarLlng and SLopplng

SLudenLs wlll be expecLed Lo walL for permlsslon Lo begln each acLlvlLy. 1hls could come ln Lhe
form of a verbal command. lL could also come by means of a whlsLle or muslc. Cnce Lhe muslc
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beglns, Lhe sLudenLs may also begln, once Lhe muslc sLops Lhe sLudenLs are expecLed Lo pause
and walL for furLher lnsLrucLlon.
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LnLerlng and Leavlng

Lach class perlod wlll begln and end Lhe same way conslsLenLly. 1he sLudenLs wlll each be
asslgned Lo a spoL on Lhe gym floor. 1he spoLs wlll be formed ln even llnes and each llne wlll
creaLe a squadron. Lvery week a new ºsquad leader" wlll be asslgned and Lhey wlll be placed aL
Lhe beglnnlng of Lhe squad. Lach squad wlll be asslgned a dlfferenL warm-up sLreLch, and Lhe
squad leader of Lhe week wlll call ouL Lhe sLreLch and counL lL off. 1he class wlll Lhen gaLher ln
Lhe cenLer of Lhe gym as a group Lo hear Lhe lnsLrucLlons for Lhe class perlod. AfLer Lhe class ls
over, Lhe sLudenLs wlll agaln meeL back ln Lhe mlddle and have a shorL dlscusslon of whaL was
learned.
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LqulpmenL

1he lnsLrucLor wlll seL up equlpmenL before each class perlod. SLudenLs wlll be expecLed Lo
leave Lhe equlpmenL alone unLll glven permlsslon Lo use. Lach week, 3-4 sLudenLs wlll be
deslgnaLed ºequlpmenL managers." 1hose sLudenLs wlll be responslble for helplng Lo clean up
and carry any equlpmenL LhaL needs moved. All sLudenLs wlll be expecLed Lo puL away any
equlpmenL Lhey used durlng Lhe class perlod and Lhe equlpmenL manager's duLy wlll be Lo help
Lhe lnsLrucLor carry lL Lo Lhe closeL for sLorage.
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ÞarLners and Croups

When lL ls Llme Lo break up lnLo small groups or parLners Lhe lnsLrucLor wlll have already
complled a llsL of Leams before Lhe class perlod. 1he Leams wlll change from week Lo week Lo
allow sLudenLs Lo pracLlce worklng wlLh dlfferenL classmaLes. 1wo meLhods wlll be used Lo palr
classmaLes LogeLher, boLh random draw and Leacher selecLlon. WlLh Leacher selecLlon, Lhe
ablllLy level of Lhe sLudenLs wlll help dlcLaLe Lhe Leams aL Llmes. 8y palrlng a hlghly skllled
sLudenL wlLh a less skllled sLudenL, Lhe Leams wlll become more even. 1hls can also creaLe an
opporLunlLy for Lhe sLudenLs Lo help Leach Lhelr peers. lf Lhe sLudenLs appear Lo be able Lo
handle worklng well wlLh Lhelr classmaLes, a speclal reward wlll be Lo allow Lhem Lo form Lhelr
own groups or parLners a couple of Llmes LhroughouL Lhe Lerm.
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WaLer 8reaks

WaLer breaks wlll depend on Lhe lengLh and locaLlon of Lhe class perlod. lf Lhe duraLlon of Lhe
class perlod exceeds 30 mlnuLe and Lhe exerclse ls sLrenuous Lhe sLudenLs wlll be allowed one
Lwo-mlnuLe waLer break. SLudenLs wlll be encouraged Lo brlng Lhelr own personal waLer boLLle
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Lo class each day Lo help ellmlnaLe llnes aL Lhe waLer founLaln and Llme away from an acLlvlLy.
WaLer boLLles wlll also become helpful when Lhe acLlvlLy ls locaLed ouLslde, dlsLanL from any
waLer founLalns.
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8aLhroom use

SLudenLs wlll be encouraged Lo use Lhe baLhroom before arrlvlng Lo class. lf a sLudenL needs Lo
leave Lhe class Lo use Lhe resLroom, Lhey wlll flrsL need permlsslon from myself Lo leave Lhe
room. Cnly one sLudenL wlll be allowed Lo leave for Lhe baLhroom aL a glven Llme.
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CLher 8ouLlnes

AccldenLs: lf a mlnor ln[ury or accldenL occurs, Lwo sLudenLs wlll help escorL Lhe ln[ured sLudenL
Lo Lhe nurse or prlnclpal. l wlll call down Lo Lhe offlce Lo alerL Lhem of Lhe sLudenL's arrlval. lf a
more serlous ln[ury occurs, l wlll reLrleve Lhe flrsL ald klL and call Lhe offlce for more asslsLance.


;5--&/4 .88 -. ( 4..+ %-(1-< "1.'5+,15% 8.1 -#5 %-(1- .8 -#5 $5(1

uescrlbe and uemonsLraLe

As learnlng sLyles vary from sLudenL Lo sLudenL, l wlll Lry my besL Lo Leach ln many dlfferenL conLexLs.
SLudenLs wlll recelve verbal lnsLrucLlon as well as demonsLraLlons explalnlng each acLlvlLy and sklll. 1he
descrlpLlons wlll shorL, clear, and conclse Lo Lry Lo avold confuslon. l wlll also provlde sklll cues ln Lhe
descrlpLlons Lo Lry Lo help Lhe sLudenLs remember. l wlll perform Lhe demonsLraLlons for skllls LhaL l am
accuraLely able Lo perform. lf l am unable Lo perform Lhe skllls, l wlll ask a sLudenL or flnd a vldeo Lo
ensure LhaL Lhe sLudenLs are recelvlng a proper demonsLraLlon. 1he descrlpLlon of Lhe sklll wlll Lake
place whlle Lhe demonsLraLlon ls belng shown. Lach sklll wlll be descrlbed and demonsLraLed aL leasL
Lwlce, lf noL more dependlng on Lhe sLudenLs' requesL.
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ÞracLlce

Lach sLudenL wlll have equal opporLunlLy Lo pracLlce each sklll. l wlll Lry Lo keep classroom dlscusslons Lo
a mlnlmum Lo maxlmlze Lhe amounL of Llme worklng on Lhe skllls. l wlll provlde enough equlpmenL for
each sLudenL Lo ensure LhaL Lhey are all recelvlng Lhe opporLunlLy Lo pracLlce. Skllls wlll bulld on one
anoLher as Lhe year progresses, so l wlll allow ample Llme Lo pracLlce each sklll unLll Lhe sLudenLs have
reached a level of masLery. Lach of my sLudenLs wlll be physlcally engaged each day, pracLlclng on Lhe
sklll for aL leasL half of Lhe class perlod.
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Þrovldlng leedback

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leedback wlll be dellvered on a regular basls. When l provlde feedback l wlll flrsL focus on someLhlng
Lhey dld well, followed by someLhlng Lhey could lmprove on, and endlng wlLh a poslLlve. leedback wlll
come for sLudenLs boLh as lndlvlduals and Lo Lhe class as a whole. l wanL my sLudenLs Lo feel
comforLable ln my classroom and avold anyone feellng slngled ouL or embarrassed. 1o help avold LhaL,
lndlvldual feedback wlll be glven when Lhe sLudenL ls away from Lhelr peers. MosL of Lhe Llme feedback
wlll be verbal, buL l wlll Lry Lo lnclude wrlLLen feedback aL leasL Lwo Llmes LhroughouL Lhe year.
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SeLLlng Þerformance SLandards

1he sLudenLs wlll be explalned and shown whaL ls expecLed of Lhem. AfLer Lhey have been glven Llme Lo
pracLlce, Lhe sLudenLs wlll be expecLed Lo explaln and demonsLraLe Lhe sLandards. 1he sLandards wlll
come from Lhe naLlonal AssoclaLlon for SporL and Þhyslcal LducaLlon (nASÞL). Cne example could
lnclude, flndlng Lhelr asslgned spoL ln Lhelr squad, sLarLlng and sLopplng on commands, and asklng
permlsslon Lo leave Lhe classroom. lf Lhe sLandards are noL meL, Lhey wlll be relnLroduced and pracLlced
unLll Lhey are meL conslsLenLly. 1he expecLaLlons for my sLudenLs wlll depend on Lhelr age level and Lhe
duraLlon of Lerm of Lhe class. 1he older Lhe sLudenLs geL, and furLher lnLo Lhe Lerm, Lhe hlgher Lhe
performance expecLaLlons are. As a Leacher, l wlll follow nASÞL sLandards and guldellnes for physlcal
educaLlon Leachers. Pavlng sclenLlflc and LheoreLlcal knowledge, malnLaln sklll-based and flLness-based
compeLence, and professlonallsm are all areas ln whlch l wlll be assessed.
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MalnLalnlng ConslsLency

lL ls lmporLanL as an educaLor Lo malnLaln a level of conslsLency. l wlll Lry my besL Lo remaln conslsLenL
so Lhe sLudenLs have a clear undersLandlng of whaL ls expecLed of Lhem and whaL Lhe consequences are.
l wlll malnLaln a level of professlonallsm whlle worklng wlLh each of my sLudenLs. 1he sLudenLs wlll have
a dally rouLlne Lo provlde a sLrucLure for each class perlod. leedback wlll be glven on a regular basls. l
wlll sLlck Lo my rules and consequences Lo ensure LhaL sLudenLs have a clear undersLandlng of Lhelr
expecLed behavlor.
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