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  • ​Welcome
    • About Us
    • Parents and Administrators
    • Search Page
    • Sitemap
  • Service
    • Paradise U Community Project​
    • Coalition for Quality Physical Education >
      • Coalition for Quality Physical Education
      • Most Important Job in America
      • SPARTAN Races
    • Other Projects
  • Advocacy
    • Importance of Physical Education
    • Quality Physical Education
    • Advocacy Resources for Physical Education
    • "No Excuses!" Documentary
    • Importance of Recess, Play, and Active Classrooms
  • Pedagogy
    • Physical Education Pedagogy >
      • General Strategies
      • Adapted Physical Education
      • English Language Learners
      • Cross Disciplinary Examples
      • Facilitating Discussions and Debriefs
      • Miscellaneous Articles and Videos
    • Physical Education Pedagogy Continued >
      • Social and Emotional Learning
      • Social Justice and Diversity
      • Growth Mindset and Multiple Intelligences
      • Engaging Families
      • Advice for New Teachers
    • Assessment >
      • Assessment in Physical Education
      • Rubrics for Assessment
      • Grading in Physical Education
      • Fitnessgram Guidelines and Resources
    • Class Management >
      • Class Management Overview
      • Tools for Assessing Behavior
      • Techniques for Forming Groups
    • Planning >
      • Planning Physical Education Units
      • Domains of Learning
      • Teaching Styles in Physical Education
      • Instructional Models in Physical Education
  • Resources
    • Physical Education >
      • Activities and Lessons
      • Physical Education Related Organizations
      • Physical Education DIY and Hacks
      • National Observances Related to Physical Education
      • Safety Related Resources
    • Fitness >
      • Activity Promotion and Adherence
      • Creative Fitness Activities
      • Stress Management Techniques
      • Health, Fitness, and Nutrition Resources
    • Instructional Videos >
      • Icebreakers, Teambuilding, and Conflict Resolution Videos
      • Instructional Dance Videos
      • Dance Resources
    • Professional Development >
      • Information and Resources for Professional Development
      • Social Media Resources
      • Teaching Evaluation Forms
      • Podcast
    • Technology >
      • Technology in Physical Education
      • Online Resources
      • Mobile Apps
      • Projector Uses in Physical Education
      • 360 Degree Photos/Videos in Physical Education
      • Augmented Reality in Physical Education
      • Virtual Reality in Physical Education
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YOUR CART

Class Management Overview


The key to class management is developing relationships with your students and creating a positive class environment. Both of these outcomes do not occur automatically and take intentional effort. See the resources on this page to help you, as well as our Social and Emotional Learning page (Conflict Resolution) and our Miscellaneous Articles and Videos page (Relationships and Student Motivation section).
SHAPE America Appropriate Practices
  • 1.1.1 The teacher systematically plans for, develops and maintains a positive learning environment that allows students to feel safe (physically and emotionally), supported and unafraid to make mistakes.

  • 1.1.2 The environment is supportive of all students and promotes developing a positive self-concept. Students are allowed to try, to fail, and to try again, free of criticism or harassment from the teacher or other students.

  • 1.1.3 Programs are designed to guide students to take responsibility for their own behavior and learning. Emphasis is on intrinsic, rather than extrinsic, incentives.

  • 1.1.4 Fair and consistent classroom-management practices encourage student responsibility for positive behavior. Students are included in the process of developing class rules/agreements.
Guidelines for Establishing Class Rules
  • ​Be Positive: State the behaviors you want to see in your students, rather than what you don't want to see. Saying “Don’t do X” does not tell the student what the appropriate behavior is.

  • Clear: Identify behaviors that are representative of each rule. See our example in the box below.

  • Give the "Why": Explain the reasons behind each rule so that students understand why they are important.

  • Limited: Instead of making a long list of rules, make the rules comprehensive. “Be respectful” is a great example. Think of how many rules can be covered in this one statement. Some other examples include: Be helpful to others; Be positive to others; Be responsible; Be honest; Resolve conflicts immediately; and Give 100% effort. Find a list of other important virtues at PassItOn, VirtuesForLife and VirtuesProject.

  • Student Centered: Facilitate the creation of the rules with students in the beginning of the semester. Ask them what they want and consider to be fair. You will generally end up with the same rules that you would make, however this method allows students take ownership of the rules.One creative way is to conduct an "Us/Not Us" list. Have the students come up with characteristics that want in the "Us" column and characteristics they don't want in the "Not Us" column. Full value contracts and Looks Like/Sounds Like are other options.
EXAMPLE OF CLEAR EXPECTATIONS
  • Acknowledge and applaud good plays, regardless of who made them.

  • Acknowledge that all players can have positive effects on the team.​

  • Be polite towards everyone before, during, and after games. ​​​​

  • Cheer on your teammates and provide positive statements and feedback.

  • Follow the rules and spirit of the game.

  • Respect the judgment of referees and officials.

  • Settle conflicts through respectful discussion.

  • Share in the responsibilities of the team.

  • Whether you win or lose, congratulate your opponents at the end of the game.

Picture of a tweet
Osama Abujafar
Preventative Strategies
  • Be empathetic to students (empathy vs sympathy video).

  • Catch students being good and let them know you did (and their parents).

  • Check in with students to help ensure their basic needs are being met.

  • ​Create tasks that are challenging, but achievable. When students are about 50% - 80% successful with a task they less likely to get bored or frustrated, which can often lead to off-task behavior.

  • Develop rapport and have positive interactions with the students.

  • Give "hard-to-like" students a fresh start.

  • Give students responsibility through class jobs/roles.

  • Ignore minor disruptions.

  • Periodically review class rules and routines.

  • ​Plan enjoyable and thorough lessons, including how students will transition between tasks.

  • Provide students opportunity to reflect on their behavior.

  • Restate your expectations during the lesson (prompting).

  • Reward students for good behaviors. ​Types of reinforcers include: Social (verbal praise, a pat on the back, smile, etc.), Material (certificates, ribbons, stickers, etc.), Privileges (line leader, demonstrator, etc.), and Activity (playing an activity that the students enjoy). Survey your students to see their preferences and see these examples of healthy rewards: resource 1, resource 2, resource 3, resource 4, and resource 5 (ignore the food suggestions for this one).

  • Teach and practice how to communicate with each other. See our Facilitating Discussions and Debriefs for more information.

  • Use daily rubrics or exits slips that focus on the behaviors your students are struggling with.

  • ​Use "entrance slips" to assess students mindsets as they enter class.

  • Use non-verbal techniques such as physical proximity, eye contact, signaling, and wait time. Give the "look" when needed.

  • ​While it is important to hold students accountable, be careful not to hold the whole class accountable for the actions of a few students. Doings so can have a negative effect on the class environment and student relationships.
De-Escalation Strategies
  • De-Escalation Strategies for When Students Push Your Buttons
  • Prevention and De-escalation of Intense Behavior Responses: What Adults Can Do
  • Strategies for De-escalating Student Behavior in the Classroom
Consider "THE HIDDEN STUDENT"
There are many outside factors that affect student behavior (including brain development). The word cloud below represents issues that my former 8th grade students were dealing with. After discussing issues in my personal life and my family history, students were given time to write down issues that they or someone they knew were going through. Their responses were then categorized and entered in a Word Cloud. This activity was personal to the class and allowed students to recognize the many issues their peers face. ​

Assumptions: My Health, My Family, & Your Students
The hidden student graphic
Maslow’s Hierarchy of Needs
Picture
Additional Resources
  • Adolescent Angst: 5 Facts About the Teen Brain
  • Adverse Childhood Experiences (CDC)
  • Compassion as a Classroom Management Tool
  • Contagious Emotions and Responding to Stress
  • OMG, I Can't Even: Drama, Social Skills, & the Teenage Brain
  • What if the Experiences Children Have in Physical Education are Life Changing?
GUIDELINES FOR DISCIPLINARY ACTION (IF NEEDED)
  • Allow students to take a time out to reflect. They can return when they: are ready, have completed a task, have spoken with the teachers, etc.

  • Be cautious of embarrassing or spotlighting students.

  • Be fair and consistent with all students; although there are times when exceptions should be made.

  • Don't just focus on the negative, reinforce the positive behaviors you see in the student. ​

  • DO NOT use physical activity as punishment. ​​This may cause the student to have a negative association of physical activity. Also see these articles Alternatives to Using Exercise as Punishment and Why You Shouldn’t Use PE as Punishment.​ ​

  • Follow through with what you say.

  • Only discipline students engaged in inappropriate behavior. See this article on group punishment for more information. Stay calm (tone of voice, body language, etc.) and address the behavior, not the person.

  • Walk and talks can be more effective than traditional disciplinary actions. See this article for more information.
Overview of Class Routines and Protocols
Establishing effective class routines maximizes time for practice opportunities and physical activity (active example 1, active example 2, active example 3). ​Practicing protocols early and revisiting throughout the year will increase the efficiency of your lessons. You can also take pictures of students performing the protocols and put them on posters for visual reminders. Below are some example protocols:

  • Asking and answering questions
  • Forming groups​
  • Getting and putting away equipment
  • Getting water, using the restroom, & hall passes​
  • ​Instant activities​ as students enter
  • ​​Lining up students to leave class (ex2 and ex3)
  • Lockers​ and changing
  • ​Managing electronic devices
  • Roles for Non-Participants​ (ex2, ex3, ex4, ex5)
  • Stop/Start signals
  • Taking attendance efficiently
  • Transitioning to another activity
  • Turning in assignments

Non Participants in Physical Education
Roles for Non-Participants

GUIDELINES FOR STOP/START SIGNALS
Using stop/start signals is an effective management technique that quickly draws the students’ attention to the teacher without using negative phrases such as “listen up” or “be quiet.” Here are some general guidelines:

  • ​​Clear: It should be clear that you have all of the students’ attention.
  • Equipment Free: Equipment is placed on the floor to minimize distraction. 
  • Fun: Make them fun so that the students enjoy doing them (ie. use pop culture references). 
  • Interactive: Both the teacher and students should have a role.
  • Repetitive: Repeat the signal until you have all of the students' attention.


Additional Resources
  • Classroom Management Solution: Hand Signals
  • Teaching P.E. with Commands, Echoes, and Sound Effects
EXAMPLES STOP/START SIGNALS
  • Breathe: Shout “Take a deep breath!” Students then take a deep breath, forcing them to focus on you.​​​​

  • Clap Method: Clap a specific pattern/rhythm. Students clap back with a specific response.

  • ​Eyes on Me: Say "1, 2, 3, eyes on me."

  • Hands Up: When you raise your hand, students stop what they are doing and respond by raising theirs.​

  • ​Ice/Freeze: Shout out “Ice!” The students then stop what they are doing and respond with “Freeze!”

  • If You Can Hear Me: Shout “If you can hear me, clap once. If you can hear me, clap twice...”

  • Lights: Flicker or dim the gym lights (be safe of course).

  • Music: When the music starts, students begin the activity. When the music stops, students look to you for further instructions.

Additional Examples
  • 20 Ways to Get a Noisy Classroom’s Attention​
  • 27 Attention-Getters for Quieting a Noisy Classroom​
  • 30 Techniques to Quiet a Noisy Class
  • ​50 Fun Call-and-Response Ideas to Get Students’ Attention​
TEACHING COMMON CLASS FORMATIONS
Teach your students the common student formations that you use in your lessons. Once learned, this technique will speed up transitions for the rest of the school year. Use the examples we provided or create your own! Also see these visuals from Coach Williams.
Common Class Formations
STUDENT uniforms
  • Changing How We Approach Having Students Change for PE
  • ​Time to End This Outdated #PhysEd Practice
  • ​​Why Schools Need to Reconsider Their Physical Education Uniform Policies​​​
ADDITIONAL RESOURCES
Websites
  • Class Management (Edutopia)
  • Class Management (WEareTEACHERS)​
  • Positive Behavioral Interventions and Supports​
  • ResponsiveClassroom.org

​Articles
  • ​4 Secrets to Effective Classroom Instruction in PE
  • 5 Awesome Classroom Management Ideas​
  • 7 Great Ideas for Teaching Sportsmanship to Children
  • 10 Tips for Teaching Emotional Regulation
  • ​​10 Ways to Sabotage Your Class Management​
  • A De-escalation Exercise for Upset Students
  • Are You Making “Kudos Calls” to Parents?​​
  • Back to Basics: Observation
  • Back to Basics: Pupil Organisation
  • Back to Basics: Routines
  • Back to Basics: Time Management​
  • Behavior Management in PE
  • Calming Corner Tweet Collection
  • Classroom Management Guide
  • Conflict Corner Tweet Collection​​
  • ​“Do This and Then Do That” Classroom Management Hack
  • Easily Manage Transitional Time with this Tool!
  • How Novice and Expert Teachers Approach Classroom Management Differently
  • ​​​Improve Your Toughest Student’s Behavior by Analyzing Your Own​
  • ​​Responding to Defiance in the Moment​
  • ​Responsive Classroom - Student-Centered Approach​
  • ​The Emotions Toolbox: Emotional Self-Regulation In Physical Education
  • The Importance of Creating a Full Value Contract with Your Students
  • The Magic of Validation
  • The Real Meaning of Zero Tolerance​​
  • What the Heck Is Restorative Justice?
videos Highlighting Class Management Techniques
Below are videos filmed from one lesson that highlight various class management techniques (the lesson's focus was reviewing activities for an upcoming field day). It is important to note that these videos were filmed towards the end of the school year, showing that management instruction is an ongoing practice and not just a one shot deal in the beginning of the year. Strategies that are highlighted include:
​
  • Establishing protocols for tiebreakers
  • Forming groups efficiently
  • Giving clear instructions and examples
  • Giving students responsibility
  • Instant activity as the students enter class
  • Holding students accountable
  • Recognizing students for on-task behavior
  • Reviewing the lesson's objectives
  • Thanking students for on-task behaviors
  • Using countdowns
  • Using stop/start signals
  • Using students to demonstrate tasks

​Strategies that are not highlighted in the videos but were observed during the lesson include: addressing the behavior rather than the student, emphasizing safety for each task, using both genders for demonstrations, and more.

​Thank you to Rolando Davila and to the students at Madison Elementary for helping us create these videos.
ENTERING THE CLASS AND THE INTRODUCTION
These videos highlight the following strategies: having an instant activity routine as the students enter class, explaining the lesson's objectives, and thanking students for on-task behaviors. 


HOLDING STUDENTS ACCOUNTABLE AND GIVING THEM RESPONSIBILITY
These videos highlight the following strategies: holding students accountable and giving students responsibility.


STOP/START SIGNALS AND SMOOTH TRANSITIONS
These videos highlight the following strategies: using stop/start signals, forming groups, using countdowns, and recognizing students for on-task behavior.


TASK PRESENTATION AND ​​TIEBREAKERS
These videos highlight the following strategies: using students to demonstrate tasks, giving clear instructions and examples, recognizing students for on-task behavior, and establishing protocols for tiebreakers.


Resources Used for this Page
  • Children Moving: A Reflective Approach to Teaching Physical Education. Graham, G., Holt/Hale, S., & Parker, M. (2007). 

  • Teaching Children Physical Education: Becoming a Master Teacher. Graham, G. (2008). 

  • Teaching Secondary Physical Education: Preparing Adolescents to Be Active for Life. Himberg, C., Hutchinson, G., & Roussell, J. (2003). ​