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Baringer 9/20/11, 9/22/11
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Welcome Middle School Teachers!
Please sign in, take the handouts, and sit at one of the round tables
What is one REALLY awesome strategy/activity you used to welcome your 6th, 7th, or 8th grade students to your class this September?
Table talk: Share with a partner
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How “safe” is your classroom?
Let’s take a pulse…
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Establishing a Safe Physical Environment
Do you provide adequate supervision? Are you always in the immediate vicinity of the students
(within sight and sound)?
Do you anticipate foreseeable risks and warn students of any inherent risks? Do you establish visible boundaries? (e.g., cones, etc.)
Do you ensure the activity is suitable for ALL students? Students with special needs, high achievers, low
achievers
Do you ensure the activity takes place in a learning environment free from obstacles? Do you post and reinforce safety rules?
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SAFETY CONSIDERATIONS
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Establishing a Safe Psychological Environment
Do you provide for students’ emotional and social safety?Call students by first name; learn all students’ names Encourage put-ups and discourage put-downs
Enforce an “O.U.C.H.” policy – Our Ugly Comments HurtDo you create a class culture of caring and
concern?Create a bully safe zone
Ignoring bullying enables bullying!Right to Safe Schools – 1982
It is your moral and legal responsibility to ensure that no individual student or group of students is targeted for discrimination, humiliation or bullying
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Preventive class management
Use proactive vs. reactive strategies to maintain a positive, predictable, task-oriented class climate
Devote minimal time to managerial tasks to optimize time for instructional tasks
Set high expectations
And remember, the best classroom management plan is…a strong instructional plan!
Class Management
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Strong Instruction = Strong Management
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Establish, teach and reinforce your rules
Keep them simple and fewRespect yourself, respect others, respect the
learning environment, respect the equipmentDress appropriately, arrive on time, use active
listening skills, respect yourself and others, use equipment responsibly
State them positively – tell kids what you want vs. what you don’t want
Make them public! Post in locker room, on whiteboard, etc. Communicate them to students and their parents
Class Rules
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Turn to a partner and share with him or her the rules you are currently using in your classroom
1. How are they communicated with students? With parents?
2. Are they effective? Why or why not?
3. Give each other feedback
Partner Talk
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All students engaged in learning activity
Seamless equipment distribution/collection plan
Transitions managed with clear and audible signals
Students positioned away from distractions and sun during instruction
Teacher constantly monitors student behavior
Exercise never used as punishment
Severity of punishment matches infraction
Effective Management Practices
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Failure to provide adequate supervision is the most common allegation of negligence (van der Smissen, 1990)
Adequate supervision includes:Ratio of teachers to studentsTeacher training (appropriate PE credential)Physical distance b/t teacher and studentsEstablishment/implementation of safety rules
Supervision
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“Accomplished teachers of physical education create and sustain a welcoming, safe and
challenging environment in which students engage in and enjoy physical activity.”
-National Board for Professional Teaching Standards
Is this your class?
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Can you take this ethics pledge?
Would you be comfortable giving this Bill of Rights to your students?
Got Ethics?
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Social Skills Program
Teaching Personal and Social Responsibility (TPSR)
Project Adventure (P.A.)
Character Development
4 Instructional Models
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Actively teach social skills
Physical education is the perfect vehicle through which to teach life/social skills
Suggested pro-social skills for middle school students are: Compliment, compromise, courtesy,
encouragement, helpfulness, kindness, active listening, sharing, positive disagreement, respect
Social Skills
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Introduce the social skill
Ask students to identify what the skill looks like, sounds like and feels likeLooks like (smiles, thumbs up, nods)Sounds like (good try, clapping, way to go)Feels like (acceptance, happy, sense of belonging)
Instruct students to demonstrate the social skill concurrently with the motor skill they are learning
Provide feedback to the students
Step by Step
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Value-based instructional model
Commonly known as “TPSR”
Developed by Don Hellison for working with underserved, urban youth
Check out Hellison’s book: “Teaching Responsibility Through Physical Activity”
Teaching Personal and Social Responsibility
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Integration: responsibility integrated into physical activity
Transfer: connections to life skills in other settings
Empowerment: teacher shares responsibility with students
Teacher-Student Relationship: students are treated as individuals deserving respect, choice, and voice
TPSR Themes
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Respect the rights and feelings of others Self-control; Include everyone
Self-motivation Effort; Participation
Self-direction Goal setting; Decision making
Caring/Leadership Support/encourage others; Peer teaching/modeling
Transfer “outside the gym” Classroom; Neighborhood; Home
TPSR Goals
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Relational time
Awareness talk
Physical activity (integrating responsibility)
Group meeting
Reflection time
TPSR Class Format
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Model Respect: Teacher models respectful communication
Set High Expectations: Teacher explains or refers to explicit behavioral expectations
Provide Opportunities for Success: Teacher structures lesson so that all students have the opportunity to successfully participate and be included regardless of individual differences
Foster Social Interaction: Teacher structures activities that foster positive social interaction (i.e., partner talk)
Assign Roles: Teacher assigns specific responsibilities or tasks (other than leadership) that facilitate the organization of the program or a specific activity
Basic TPSR Teaching Strategies
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Full Value Contract (FVC) A structure for creating appropriate conduct standards
that everyone in the class agrees to follow and that everyone in the class agrees to work on maintaining throughout the life of the classBe here; Be safe; Be honest; Have fun
“Challenge by Choice” Creates a group culture that genuinely respects the right
of an individual to choose the degree of participation that is right for him or her. Can be used to help reinforce the message that an individual is to exert and take personal responsibility for choosing his/her behaviors and actions.
Project Adventure
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Character Development
Affective domain is most difficult to assess
Character traits must be explicitly taught
Criteria for success must be clearly spelled out for students (e.g., rubric)
Most effective if program is adopted school-wide
Example: Character Counts!
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Character Counts!The Six Pillars of Character
TrustworthinessBe honest • Don’t deceive, cheat, or steal • Be
reliable — do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal — stand by your family, friends, and country
RespectTreat others with respect; follow the Golden Rule •
Be tolerant and accepting of differences • Use good manners, not bad language • Be considerate of the feelings of others • Don’t threaten, hit or hurt anyone • Deal peacefully with anger, insults, and disagreements
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CC Continued…
ResponsibilityDo what you are supposed to do • Plan ahead •
Persevere: keep on trying! • Always do your best • Use self-control • Be self-disciplined • Think before you act — consider the consequences • Be accountable for your words, actions, and attitudes • Set a good example for others
FairnessPlay by the rules • Take turns and share • Be open-
minded; listen to others • Don’t take advantage of others • Don’t blame others carelessly • Treat all people fairly
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CC Continued…
CaringBe kind • Be compassionate and show you care •
Express gratitude • Forgive others • Help people in need
CitizenshipDo your share to make your school and community
better • Cooperate • Get involved in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment • Volunteer
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Students demonstrate and utilize knowledge of psychological and sociological concepts, principles,
and strategies that apply to the learning and performance of physical activity.
-CA Physical Education Framework
CA Content Standard 5Grades 6-7-8
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Let’s Try It On…
Traffic Jam Activity – grade 6
CA Physical Education Framework p. 92
What evidence of learning might you collect around standard 5 at the grade level you teach? Have a discussion at your table.
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Some Final Thoughts…
Give students a voice and a choice
Keep the learning “student-centered”
Vary your instructional strategies
Involve students in creating rules and rubrics
Communicate your expectations with parents
Talk with students as though their parents are standing behind them
Always de-brief your cooperative games – that’s where the true learning takes place
“Capture” the evidence of learning!
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Why?
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Want More?
Read Nell Noddings, The Challenge to Care in Schools
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Bullying: Proactive Physical Educators’ Contribution to School-Wide Prevention, JOPERD (Sept., 2010)
http://charactercounts.org/sixpillars.html
Physical Education Framework for California Public Schools
Teaching Middle School Physical Education by Bonnie Mohnsen
Silver Bullets by Karl Rohnke
Teaching Responsibility through Physical Activity by Don Hellison
Standard 5 Resources