Management

Management is a crucial aspect of teaching. Managing your student should not be a problem to be avoided, as it is critical evidence of a successful learning experience (Metzler, 2005). When attempting to manage your students it is important that you show them the respect that you are looking for, by developing a give and take relationship with them as it will allow you to enforce what cues are important to aid learning, and therefore achieve optimal success in various games and sports. While managing your class remember the following: Do not take misbehavior personally.  Separate the behavior from the student. Avoid creating a stage,  and finally management is all about building relationships (Metzler, 2005).

Routines and class management are crucial ways to establish order, and an effective learning atmosphere in ones class room. Effective classroom management can be summed up in three words: firm, fair, and friendly. Using these words as the basis of your classroom rules and routines will have tremendous ramifications. Firmness implies strength, organization, and leadership, rather than rigidity. Fairness implies equal respect for all kinds of learners and learning styles. Friendliness implies a readiness and joy of learning and association with knowledge, engagement with the process, and appreciation of each other. For example, routines such as where to meet, and what to do when other are talking can be effectively altered by using the 3 “F’s”. Routines will also improve classroom atmosphere and create an optimal learning environment.

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use the acronym S.P.O.R.T. to serve as a guide to your students for behaviors that will contribute to their success in physical education, sport and ultimately life. Each letter can represent anything you would like.

S - stands for SPIRIT - this is very successful when dealing with sport/games. This can include cheering for teammates, wearing team colors and demonstrating spirit for the game/activity. It is also great to teach responsible ways to demonstrate spirit for your team while maintaining an attitude of respect for others.

P - stands for PERSEVERANCE - This entails students giving 100% at all times. It also is used to emphasize that the some things in life require many attempts to obtain them. Some things in life are necessary to fight for.

O - stands for OPTIMISM - You get what you put out there. The glasses you view the world through can make all the difference. Use the glass half full approach to help students learn to see the bright side of things.

R - stands for RESPECT - This is really a foundation for all the others. Teaching respect for self and others becomes critically important when working with children. Respect plays out in many ways, from respecting equipment, to refrain from name calling, and helping others.

T - stands for TEAMWORK - There is no I in team. No one reaches their full potential without the help of others. Teachers can help students to see the support systems around them and how they fit in to others support systems. It is easy to talk about teamwork when teaching games, but equally important to teach for life.

1.Distribution and collection of materials: During the teaching experience at Arbutus Middle School, all of the material was presented to the student in a three day experimental teaching session. At the start of each class a warm-up game was conducted to get the student ready for activity. After each warm-up student where brought in, and the basis of the first task at hand was discussed. Questions where then asked to ensure the student comprehended what was going on. After student asked question groups where dived and the tasks at hand where attempted and corrected as student progressed or activities where simplified.

2.Bathroom privileges: Usually the we just let the students go  but if we notices a pattern in particular students we may have decline their request until we determined it was an emergency. If student constantly ask to go to the washroom, we would discuss this issue with the student. This process would be done alone.

3.Dismissal: Students where called in and informed class is done. A quick question and answer period was done to go over the main objective for the lesson, and then student where dismissed

4.Starting an activity or at the beginning of class: At the beginning of the class a proper warm-up is conducted. This is to warm-up the athletes/students and allows their bodies to get ready for activity. During each lesson plan a specific warm-up was conducted which included some of the learning outcomes for the day. The purpose of having specific warm-up games was to give the student an opportunity to practice the skills. In addition, it allowed us to see what level the students where at which helped when we divided them up into groups.

5.Classroom housekeeping duties:  Students where not given equipment until everyone one had completed the warm-up, and after each exercise we specifically stated that all the balls must come in, and no students where to touch the balls with either there hands or feet. All students were to be mindful of the developmentally challenged students, and were to help engage them as much as they could. Many students resisted this task which sometimes made including them difficult. There where four in the class in total; two are a little worse and more noticeable then the others, yet they were accommodated with an assistant teacher.

6.Appropriate strip: All students participated no matter what type of strip they had on, but for the most part all students had the correct apparel.

7.Speaking in class: Students where encouraged to communicate at the correct time. Respect while other are talking is a necessity in the classroom, yet many of the student didn’t follow these instruction. As a result, much time was spent on teachers talking and classroom management. For example of disciplinary actions included: eye contact, tactical ignoring, talking to the student alone. If poor actions continued student were punished via running lap around the field or sitting out for the class.

8.Breaking into small group activities:  Throughout the three lesson plans, many of the students had difficulty following simple instruction and getting into groups. Once groups where assigned, students consistently asked to be with heir buddy or friend, which lead to uneven number and mixed groups. To make things run better we decided to separate the class into competitive and non competitive, this made things easier and allowed us to focus our attention to the student that were keen on learning, yet kept the other student still active. 

9.Use of free time: Little free time was given during the activities as students moved quickly from one aspect to the next. Furthermore, misbehavior lead to little free time