Management

Managerial Routines and Organization Routines and classroom management is an effective approach to establishing rules, order and developing a positive learning environment. Student’s behavior is correlated with effective classroom management and it’s the duty of the teacher to know what is going on in the classroom and to target behavior accurately. The routines selected by the teacher must be correlated with structured learning activities, which will allow the teacher to monitor student progress. Routines keep the class structured and it’s important that routines don’t take time away from the lesson; for example, if dressing and showering is necessary, a specific time must be allotted for students to accomplish these tasks. In addition, establishing routines is important for organizational arrangements; for example, how students get equipment, how they organize into groups and how space will be divided amongst the students for practice. Routines will create a positive learning environment, which will clarify the task and motivate the students to improve their development.
Students need to be attentive to benefit from any type of instruction and it’s important to establish signals and procedures when you desire their attention. A routine should be established to begin class so that students know when it’s time to begin class. A designated area should be assigned for the students before each class or unit which will provide structure to the lesson. In addition, a signal is a helpful tool to receive the attention of the students. In a large learning environment a whistle is beneficial to capture the attention of students, and students can be taught to respond to a signal, such as, a hand clap, drum beat, or raised hand.
Students may not be attentive because their attention is engaged by other people or distractions posed by the environment. Teachers need to set up routine procedures to eliminate these problems to keep the students engaged in their learning; for example, if a student is not cooperating or working effectively within a group, they should be positioned out of play and away from the group to avoid ongoing distractions. Rules:
1) Bathroom Privileges: Students must ask permission, and be back within five minutes.
2) Dismissal: Students are dismissed from PE 8 minutes early to get changed and go to their next class. Running and being a disturbance in the hallways is not permitted.
3) No food, gum chewing or drinks (except sport drinks or water)
4) Appropriate attire necessary
5) Must have a doctor’s note if injured, sick, or have missed any classes
6) Students not participating will be involved, whether they do part of the lesson or aid in refereeing or coaching.
7) Open cuts must be bandaged
8) No jewellery or accessories that may be unsafe to the students or others.
Equipment: 1) Distribution and Collection of Materials: All equipment must be accounted for before and after class, two students each week are responsible for the equipment, and this responsibility accounts for 5% of their final grade.
Procedures: 1) The beginning of class: Students must be on time for class, changed in appropriate gear. Students must sit down facing the teacher; their backs to the middle of the gym (to decrease distraction). Students must be quiet and respectful ready to listen to the teacher. Equipment is not touched until teacher gives permission.
2) Starting an Activity: Same appropriate criteria as the beginning of class, however teacher may line the students up on the baseline instead. 3) Classroom housekeeping duties: Attendance will be taken, Students will stop and give attention to the teacher when the whistle blows, Students will follow instructions of teacher, students will respect others and participate in an appropriate manner, students will complete their learning journal after each class. If these criteria are not met the student’s grade will be affected. 4) Speaking in class: Students are encouraged to communicate at the appropriate time and to respect others talking. The students are expected to speak in a positive manner and to help others when needed. appropriate questions are encouraged! 5) Breaking into small group activities: Students must switch partners constantly to be with someone new in order to promote their social learning domain. Groups larger than partners are chosen by the teacher prior to class and are provided to the students by a posted list on the wall. 6) Use of free time: Free time is utilized by the choice of working on designated skills with a partner.
Grouping
1. Random group selection can save minutes and reduces the tendency of students wanting to be grouped for social reasons. This strategy is controlled by the teacher.

2. Cut and go groups is an affective way to have groups positioned in different locations in the gym: For example, The teacher locates five locations and then points to individuals while counting from one to five, designating each with a number ad telling them to go to their respective areas of the gym (Metzler, 2005).

3. Teacher groups students according to the color of their clothes.

4. It’s a appropriate to form groups according to ability levels (Metzler, 2005). The teacher needs to make it clear that groups are determined by ability only , and not on discriminatory decisions (Metzler, 2005).