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 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.
Osama Abujafar
Preventative Strategies
  • ​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.
  • ​Plan enjoyable and thorough lessons, including how students will transition between tasks.
  • 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).
  • 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.
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. ​
Additional Resources
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. ​
  • 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:
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. 
  • Interactive: Both the teacher and students should have a role.
  • Repetitive: Repeat the signal until you have all of the students' attention.
Additional Resources
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
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.
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:
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  • 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). ​