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Creating an Effective and Safe Learning Environment. Creating an Effective and Safe Learning Environment. Revisiting instructional principles Rules, routines and discipline Feeling safe. Revisiting Instructional Principles. Appropriate and interesting activities

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Creating an Effective and Safe Learning Environment

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Creating an effective and safe learning environment l.jpg

Creating an Effective and Safe Learning Environment


Creating an effective and safe learning environment2 l.jpg

Creating an Effective and Safe Learning Environment

  • Revisiting instructional principles

  • Rules, routines and discipline

  • Feeling safe


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Revisiting Instructional Principles

  • Appropriate and interesting activities

  • Sequencing of activities/ Short transition between activities

  • Organisation of equipment and groups

  • Use of voice and whistle

  • Demonstration and explanation of activities

  • Useful feedback – positive reinforcement and encouragement

  • Enthusiasm / confidence

  • Positioning / movement around the group


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Appropriate and Interesting Activities

  • Level – age, skill, developmental

  • Outcome

  • Environment

  • Group number

  • Variety


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Sequencing of activities

  • Planning

  • Short transition between activities

  • Progressive

  • Flow


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Organisation of Equipment and Groups

  • Planning

  • Pre check equipment

    • Safety

    • All there

  • Positioning of equipment

    • Safety

    • Keep eyes on group


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Organisation of Equipment and Groups cont.

  • Group formation strategies

    • # off

    • Cuddles

    • Football teams etc

    • Use previous activity to choose even teams

    • Ability – buddy

  • Never, never, never let captains choose teams


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Organisation of equipment and groups cont.

  • Safety

    • Plan for a safe working

      environment

    • Distance between groups

      • Supervision

      • No interference

    • Direction of play

    • Dangerous activities

      • Throwing, batting, archery


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Use of voice and whistle

  • Whistle

    • Safety

    • Stop not start

    • Loud honk

  • Voice

    • Vary

    • Protect


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Demonstration of activities

  • A picture paints a thousand words

  • Correct technique – YOU practice

  • Use student or “dry run”

  • Check with student first

  • Ensure all can see

  • Support with TP


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Explanations of Activities

  • Wait for attention

  • Clear and concise

  • Limit to 5 points

  • Concentrate on

    most important

  • Add others later


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Feedback – Positive reinforcement or encouragement?

  • Positive reinforcement

    – specific teachable moment

  • Encouragement

    – general comment to improve self esteem and effort


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Positive reinforcement

  • Focuses on the learning outcome

  • Set a task and tell students you are coming to look at one thing

  • Must be accurate and consistent

  • Formative – enhances learning


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Positive Reinforcement cont.

  • If advice is given, stay

    with the student

  • Get students to provide

    feedback for each other

    • Criteria sheets


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Encouragement

  • Does little to reinforce learning

  • Develops enthusiasm and self esteem

  • What we do well

  • Keeps our presence known

  • Keeps students on track


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Negative Feedback

  • Giving attention on what is not to be done = confusion

  • No put downs or sarcasm - negative effect for most


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Enthusiasm and Confidence

  • Grows with experience

  • Planning helps

  • Know yourself and your style

  • Teach on the stage

  • Students are perceptive

  • Low on enthusiasm – Why?


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Positioning and Movement Around the Group

  • You can see all, and

    all can see you

  • Varies

    • Whole group instructions

    • Small group activity

    • Whole group game

  • Supervising non-

    participants

  • MOVE!


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Feeling Safe

  • Learning requires taking risks

  • A learning environment needs to be safe to ensure effective and optimal learning occurs

  • Physical

  • Emotional

  • Social


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Emotional Safety

  • Self efficacy

  • Environment free

    of putdowns

  • Based on mutual

    respect and trust


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Social Safety

  • Inclusion not exclusion

  • Don’t single out or exhibit students

  • Opportunity to mix social groups

  • Look out for the isolate

  • Strategies for inclusion?


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Rules, Routines and Discipline

  • Often go hand in hand

  • For safety and efficiency

  • Need to reflect PE department, school, State and society


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Rules

  • Often called policies

  • List all the areas where rules are needed in a PE class situation


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Rules cont.

  • Changing

  • Participation

  • Equipment use

  • Access to store rooms

  • Excursions

  • Treating others with respect

  • Selection in sports teams

  • Games


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Routines

  • Procedures to ensure the safe and efficient running of the class

  • List all the areas where routines are needed to ensure the smooth running of PE class.


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Routines cont.

  • Students lining up

  • Entering the gym

  • Changing / supervision?

  • Marking the roll

  • Carrying equipment


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Routines cont.

  • Moving around the school

  • Going on excursions

  • Distribution of equipment

  • Drink breaks / supervision?

  • Student helpers - jobs


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Disciplining Students

  • Know what is, and isn’t acceptable

    • To you

    • To the school

    • To the school community

  • Consistent

  • Flexible

  • Proactive not reactive

  • Relevant consequence


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Discipline Plan

  • Progressions

  • Consequences

  • Rewards


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Discipline Plan cont.

  • Write your own discipline plan

  • Compare it to the discipline plan in your school during Schools Experience

  • If possible, implement your discipline plan, reflect and review


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“Today is the first day of the rest of your life” (Kahal Gibran)So better make it a good one!


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References

  • Capel, S. Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. (2nd ed.). London: Routledge.

  • Harrison,J., Blakemore, C. and Buck, M. (2001). Instructional Strategies for Secondary School Physical Education. (5th ed.) NY: McGraw-Hill Higher Education.


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Reading

Chapter 27 Considerations in management and class control in PE settings

Tinning, R., McGuaig, L., and Hunter, Ll. Teaching Health and Physical Education in Australian Schools. NSW, Australia: Pearson Education Australia, 2006.


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