1) Procedures:
a) SAY and STOP! to bring kids in for an interruption
-The term interruption is used because that is how the kids see it
and it should be as
short and effective as possible.
c) Have the gym, court and equipment set up before lesson.
- this may not always be possible, but time is saved if done.
- if it's not possible, to decrease "inactive time", get the students into
some sort of
warm-up activity, and set up while they are moving.
d) Give a daily attitude and participation mark to maintain respectful
behavior.
-The students will stay on task better because they are aware that you
are watching
for the proper attitudes and great efforts during the lesson, and it will
be part of their
grades. Students putting effort into mini games keeps the lesson
running smoothly.
e) When calling in students for further instruction, sit them all down.
-This helps decrease distractions while the teacher is talking, and it
is harder to
bounce a ball from the sitting position compared to the standing position.
f) Give a set water break during the lessons.
-This is important so you don't have individual students running to the
water
fountain all class long. Tell the class before hand that you will
give water breaks so
they know not to request one.
2) Groupings:
a) Pinnies for dividing up students into larger groups.
b) Numbering partners "1" and "2" for individual tasks.
c) Change students' partners if not working well
together.
-Lots of tasks in this lesson are performed in partnerships, and if 2 students
cannot
work together productively, they should be split up. You can make
a mandatory
rule of "everyone find a new partner" in the middle of a task so this split
up doesn't
look obvious.
3) Classroom rules:
a) No talking or bouncing balls when the teacher is instructing.
b) Gym strip must be worn to participate in physical activities.
-This includes clothing different than those worn to school that day (runners,
shorts/sweats).
c) Pinnies MUST be put in box if NOT USED.
-This is for safety reasons, as a pinnie laying on the floor is very difficult
to
see, and is very slippery.
d) Student either is using the ball or it
is returned to bin.
-It is important for safety and other reasons to not have basketballs
laying
all over the gym floor.
e) Bathroom used before and after class.
-If you continuously give bathroom breaks to individual students
games will be largely disrupted, because most mini games depend on the
participation of all group members
f) Hands up for questions.
-This prevents blurting out when asking probing questions. If hands
must be
raised, then the entire class can hear the students' answer and learn from
it.
4) Kids with no strip
a) Have students fill out Time-on-Task
Sheets for teacher assessment.
b) Help with equipment and score keeping activities.
- setup and takedown of equipment. This keeps
these students busy, so it will
minimize distractions caused by these non participating students.
Setup and
takedown of the equipment may not be very desirable, so this will motivate
the students to make sure they bring their strip for future classes.
5) Equipment:
a)Have the equipment out and ready.
-Time efficiency and safety can be may be at risk if students are
going in and out of the equipment room.
b) Squash, tennis etc. balls
- for modifying some games/drills
c) Yellow,
floppy cones
- to make grids and playing courts which are easily modified in size if
necessary
d)hitting with hand, paddle racquet and the real
racquet are given as options to allow students to
extend or simplify a skill however usually only two choices will be available
to avoid confusion
6)
Teaching Space:
a) Use cones (small, yellow floppy
cones) to divide gym into smaller courts/spaces.
- This will decrease the amount of gym space which is wasted, and will
increase the number of students which can be involved at any one time.
b) When gathering students, position them so that distractions are
behind them and
stand at edge of circle, NOT middle.
-With distractions are reduced, there is a better chance the students will
listen to
the teacher and the instructions. If you stand in the middle of a
circle of students,
half the circle cannot hear you (your back is to them) and your instructional
efforts are somewhat lost.
c) During a drill, set up one group of students on next drill for
demo before "stop".
-When students see a demonstration they will be able to begin the task
in less
time and will have some encouragement to engage as they have seen their
peers performing the task. Having the demo pre-set ensures the demo
will be
performed correctly and is also useful if one group is getting bored of
task
and begins to fool around.
d) Use the entire space available
in gym and squash courts
-when space is full in courts modify games in
the gym
-switch so every student or pair gets opportunity to practice in court
- in half court squash have pairs switch sides to
get used to walls on each side
-More students can be involved and modified games will more closely
resemble full game the more the available space is used to its maximum.
-tape lines in the squash court to make two courts
from one
7) Support materials (time
savers)
a) Have a quick pre-lesson meeting and introduce lesson.
-Students can know the general progression of the lesson, which eliminates
some organizational time during the lesson and the "Are we going to play
a
game today?" question.
c) When progressing from one drill to next, maintain number of students
per
group.
-Students can move quickly from task to task if number are the same, or
groups are multiples of previous groups (i.e.: 2's to 4's).
d) Avoid calling whole group in too many times. Try to stop them
and have them
remain where they are.
-Students can take minutes to return to task if they have to go back to
space and get re-organized.
e) Give a maximum of 3 teaching points per skill/drill.
-Students can only remember and focus on a few teaching points at a time
so
they will be remembered.
modified from
http://www.educ.uvic.ca/Faculty/thopper/Jason&adrian10BB/Organization/organization.html