Creating an Effective and Safe Learning Environment

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Creating an Effective and Safe Learning
Environment
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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
• Dont 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 isnt 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.