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Kin 240 > Developing and Maintaining a Learning Environment (Part 1) > Flashcards

Developing and Maintaining a Learning Environment (Part 1) Flashcards

1
Q

what are 3 things that are important about PE classes

A
  • that they are places where students can learn
  • generate positive feelings and are psychologically and physically safe
  • places where students want to learn, and teachers want to teach
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2
Q

3 teaching responsibilities

A
  1. providing material to learners that is both relevant and appropriately demanding
  2. creating a learning environment that enhances students’ ability to learn
  3. nurturing the willingness of students to act responsibly
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3
Q

what 2 categories of functions does the act of teaching encompass

A

content functions and management functions

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4
Q

content functions

A

involve the material that is being learned

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5
Q

management functions

A

involve the creation of an environment that is suitable for student learning

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6
Q

how do teachers establish a well-managed class culture

A

needs to initially incorporate clear rules and routine into the class experience and insist on student compliance with them

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7
Q

What should routines be established for

A

things that occur frequently in a PE setting

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8
Q

what does making routines do

A

makes things more efficient and gives the teacher more time to implement the actual learning experience

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9
Q

how are students more likely going to act if there is routine

A

properly if they know what the behavioral expectations are

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10
Q

examples of things that occur frequently and routines are in place

A

locker room routines, before class routines, lesson-related routines, end-of-lesson routines

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11
Q

what are locker room considerations

A

when to enter, where to put clothes and what students bring with them, what is permitted social behavior, amount of time for dress before and after, leaving locker room, where to wait, when to leave, permission to enter during class

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12
Q

what are some before-class considerations

A

what to do when leaving the locker room before class starts, attendance procedures
for elementary: how to enter gym and where to go first

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13
Q

what are some lesson-related routine considerations

A

what areas of gym are out of bounds, how to obtain and put away equipment, what signal is to stop or start activity, when talking to students should they stay or gather in area of gym, should they stop work on command or finish movement, should they put equipment down

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14
Q

end-of-lesson considerations

A

how a lesson should be ended, if students take less time to dress can they continue to practice

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15
Q

other routine consideration

A

how to handle late arrivals, how to deal with students who are not dressed out, how to handle water breaks, how to handle going to bathroom, how to handle fire alarms, what to do in case of injured student

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16
Q

what do teachers need the ability to describe

A

clearly describe to students how the previously-stated routines work

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17
Q

what are 2 guiding principles for routine creation

A

1) routine needs to enhance the smooth running of the experiences
2) routine needs to enhance the students’ opportunity to be engaged with the material and the learning experience

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18
Q

what is essential for teachers to intentionally do

A

teach routine to students, create opportunities for routines to be practiced, and reinforce routines

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19
Q

when should routines be put into place

A

at the start of a school year or term and then practiced until they are normative

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20
Q

what is it important for teachers to do when teaching routines

A

clearly explain the expectations for each routine and then use reinforcement to help the students internalize the routines

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21
Q

how often must teachers reinforce student use of routines

A

on a consistent basis

22
Q

if students aren’t following routines what reduces the probability of the routines becoming normative

A

a lack of teacher reinforcement significantly reduces

23
Q

what is important PE students be given for a locker room

A

a safe physical space and enough time to change and store clothes before coming to class

24
Q

What should never be tolerate in locker rooms

A

locker rooms misbehavior and teachers need to intermittently monitor the locker room to ensure misbehavior is not occurring

25
Q

what is common for high school PE programs to provide before and after class

A

5-7 mins for students to change in and out of PE clothing
extra time should be provided if activity was strenuous

26
Q

what does before class routine vary based upon

A

age of students

27
Q

what is the general rule for for elementary and older students entering gym

A

elementary aged enter as class
older students come in individually, or in smaller numbers, after they have changed

28
Q

what should happen if at elementary level, one class enters the gym before another class has left

A

there should be designated area in gym where they should wait

29
Q

with older students, what should teacher have as classmates arrive

A

some equipment available (e.g., basketballs) to give more time for practice

30
Q

at elementary level how is attendance kept

A

by the classroom teacher

31
Q

at secondary school level what is the primary goal of attendance-taking

A

efficiency

32
Q

example of way to make attendance more efficient

A

teacher take attendance while class is doing warm-up activity, as opposed to making everybody wait while each name is called

33
Q

what does proper taking out and returning of equipment require

A

carefully constructed and described routine
e.g., multiple access points increases efficiency

34
Q

what is important part of lesson-related routines, particularly at elementary level

A

use of signals

35
Q

what are teacher signals used for at elementary

A
  • controlling student behaviors
  • controlling the beginning and ending of periods of activity within a PE class
36
Q

what will elementary students struggle with if teacher signals for starting and stopping activities has not been established

A

theyre eager to do activities and will struggle to wait for teacher’s instructions

37
Q

what is commonly used as a PE signal

A

whistles
if possible voices should be used because they generate more connectedness

38
Q

What should signals to stop an activity do

A

not demand and immediate halt to activity, should mean to bring to a close what you are doing
this avoids students endangering themselves if they are in middle of movement

39
Q

what is another safety consideration associated with lesson-related routines

A

working area routines, so students aren’t near hazardous items (e.g., window of breakable glass)

40
Q

what do elementary students need at end-of-lesson

A

class leaving gym need an exit routine

41
Q

what is key thing at elementary level for end-of-lesson routine

A

not have incoming and outgoing classes coming and going through the same access point at same time
- common to line up before entering or exiting the gym

42
Q

what do older students do for end-of-lesson routine

A

common to simply head to locker room after they have been dismissed

43
Q

What are 4 parts of PE teaching experience teachers need to think of ahead of time

A

dealing with injuries, lates, bathroom trips, and water fountain trips

44
Q

example if student is not badly injured

A

generally teacher can allow other students to continue with what they are doing while teacher attends to the injured student

45
Q

example of what to do with minor injury

A

teacher can send injured student to nurse’s office with another student

46
Q

example of what to do if student needs a great deal of help

A

teacher should have the class stop and sit while teacher sends for help

47
Q

what should teachers not let late arriving students disrupt

A

the flow of class

48
Q

when should late students join

A

should find an appropriate time to integrate the students in the on-going activity, rather than stopping everything at once

49
Q

what is the used of the bathroom

A

should be a fundamental right for all students

50
Q

what should teachers be mindful of when it comes to bathroom

A

frequency of bathroom trips and try to limit the trips to one student at a time

51
Q

what should water breaks be

A

also a fundamental right for all students

52
Q

what should teachers be mindful of when it comes to water breaks

A

the frequency and try to limit the number of students taking a water break at one point in time

Kin 240 (15 decks)

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