Establishing Order
The first task of any teacher is to structure the learning environment so that teaching and learning can take place without confusion or distraction.
Whether you are teaching in a gym, in a classroom, or in a playing field, some minimal level of order is necessary. The lessons or practices must be sufficiently constructed to capture and sustain the attention of the learners. A mutual understanding of the purposes, practices, and principles is required if the class is to proceed to the satisfaction of everyone.
SET THE TONE EARLY
The first several meetings are critical for class organization and management. In the early sessions, students become oriented to the learning environment, begin establishing relationships with the teacher and fellow students, learn rules and procedures, and understand the expectations for their personal performances in the class. Research reveals that a skilled teacher will use the first several meetings with students, and the first minutes of every class, to create the desired atmosphere by clarifying goals, reviewing rules, and making expectations explicit. With everyone understanding what they are supposed to be doing and why, the class can proceed efficiently and effectively.
Good class managers verbalize and model the behavior they expect to see because behavior is often contageous. If a teacher expects students to enjoy the lesson, he must not only tell students that enjoyment is the desired goal, but he must also demonstrate his enjoyment of the activity. If the teacher demands maximum effort from his students, he must not only inform the class of this expectation, but he must also exert effort himself. Demanding that students give maximum attention and effort to a class that is ill prepared or poorly conducted is hypocritical and not likely to result in the satisfaction of either the students or teacher.
The teacher must hold students accountable for their in-class behavior during these early sessions. If you want the rules and routines of the class to be adopted quickly by the students, you must show a commitment to these procedures by not only modeling the desired behaviorr but also expecting the students to conform to the established social guidelines. Providing feedback on students' behavior during the early sessions establishes the desired routines and reinforces the behavioral expectations.
Effective managers operate a class using s system of practical routines. That is, there are certain methods of conducting a class that, once established, put the class operation on autopilot so that the teacher spends less time on managerial duties and more time actually teaching. Routines vary from teacher to teacher but can usually be seen in the way students enter the class, warm-up for an activity, secure equipment, receive instruction, and exit the class. These routines are best explained and then, rehearsed in the firstt several class meetings. In fact, a teacher may initially sacrifice some instructional time so that these routines can be well rehearsed and ingrained in the class operation.
ESTABLISHING RULES
Life in a sport or physical activity class, like anywhere else, is governed by rules and procedures - both implicit and explicit. Implicit rules are those that are unstated; they are generally borrowed from the wider culture. For example, most teachers and students see the teacher as the dominant authority figure in a class. That usually doesn't need to be made explicit. Explicit rules are exclusive to the class and, as such, must be established and made public through a statement of some sort.
Establishing class rules and operating procedures is one of the most critical aspects of teaching. Because these serve as guidelines for regulating the actions of the lesson, they represent the building blocks, the foundation of all activities that will follow. Some teachers feel more comfortable designing the rules themselves, while other teachers prefer a more democratic style and involve the students in establishing the rules and class procedures. Regardless of who devises them, workable rules and operating guidelines require thought and careful consideration.
Rules are the formal codes of conduct. They offer a clear statement as to what an individual is expected to do and not do. They guide behavior that is visible to other class members and prevent actions that are likely to distract the class from the task at hand. In selecting and establishing rules, consideration must be given to behavior that disrupts learning, is likely to cause injury, or damages property. In other words, rules must be designed to promote learning, ensure safety, and preserve the facilities and equipment. For beginning and experienced teachers alike, these three principles should form the foundation of any set of established class rules.
To be most effective, rules should be concrete, clear, and functional. Concrete rules are particular to a specific activity. For example, "No horseplay" is vague and open to interpretation (assuming there are no horses in your class!). A rule such as "Listen while others are speaking" provides a concrete guide to acceptable classroom actions. Public posting of rules and frequent repetition by the teacher are two ways to make rules clear. Functional rules directly address activities that are fundamental for making the class operate. Necessary activities in the class revolve around issues of safety, information exchange, equipment, and personal interactions and rights.
Rules are intended to be guide behavior, not control it. Rules should therefore be stated in positive ways; they shouldn't simply form a list of "don'ts". For example, "Be supportive when someone is learning" tells a student what they should do as opposed to the negative "Don't make fun of others". A good set of rules for a learning environment obviously takes time to develop and implement. But because they are so essential for creating a productive, healthy learning environment obviously takes time to develop and implement. But because they are so essential for creating a productive, healthy learning environment, it is time well invested by a teacher. The following list offers several general suggestions for establishing effective rules.
- Keep rules short and to the point.
- Use the fewest rules possible (no more than seven) so students can remember them.
- Whenever possible, state rules in positive terms.
- Establish clear and fair consequences for rule infractions.
- Review the rules often, especially during the initiation phase.
- Remind the class of rules at times other than when they are broken.
- Write and discuss rules in language that is appropriate for students.
For rules to be effective, there must be consequences for breaking them. Consequences should be presented at the same time as rules so that everyone clearly understands the severity of rule infraction and their penalties. They should be structured not so much to be punitive but rather to ensure that following the rules is a more attractive option. Consequences should also permit a degree of flexibility and forgiveness. One method for doing so is to make the consequences progressive. For example, the first infraction, the consequence might simply be a warning or a temporary revocation of a privilege. The following list offers a set of general rules and accompanying consequences.
RULES TO LIVE BY
Some rules for a Happy life
- Compliment at least three people every day.
- Be the first to say "hello".
- Never give up on anybody.
- Take responsibility for every aspect of your life.
- Learn to listen.
- Be kinder than necessary.
- Leave everything a little better than you found it.
Consequences for Infractions
- Receive a gentle reminder that you are a better person than your behavior is revealing.
- Lose one friend.
- Wonder why no one likes you.
- Feel unhappy.
Rewards For Following Fules
- Receive a smile of appreciation.
- Discover a new friend.
- Head the word "thank you" said with feeling.
- Feel blessed.
WHEN NO RULES APPLY
Occasionally, incidents occur that demand a reprimand or disciplinary action, but no rules are available to guide a teacher's decision. Just because there are no rules doesn't mean that the teacher needs to be unprepared for dealing with the situation. In cases where no applicable rule exists, yet a managerial action to retain order in the class is necessary, a three-step procedure has worked well for several teachers in most circumstances:
1. Identify the offending behavior by stating what you saw occur. (Don't argue the events or your interpretation with the offender; simply state what you saw and inform the offender that you are obligated to act on your observations. If you did not observe the event, then this procedure can't be used, and you will be forced to make decisions based on circumstantial evidence and witness accounts. If that is the case, gather as much evidence as possible, and take time to weigh your options before rendering a decision or doling out punitive actions if deemed necessary.)
2. State why the offending behavior was inappropriate. (In formulating this response, consider that rules are intended to regulate behavior that disrupts learning, endangers safety, or damages equipment. In most cases, the action caused or was likely to cause one or more these outcomes and is, therefore, inappropirate in a learning environment.
3. State the consequences for reoccurrence. (In most causes, the offending action will not be so severe that a penalty needs to be imposed. Identifying the action, the reason for its inappropriateness, and the consequence for reocurrence will usually allow the lesson to proceed. However, if a penalty is necessary, don't get carried away in the emotions of the moment, but rather make the punishment fit the crime. Recall the consequences normally relied on for rules infractions, and impose the appropriate one for the level of severity of the offending behavior.)
ESTABLISHING PROCEDURES
Procedures are the operational codes of conduct that guide the group behavior. They provide accepted ways of entering and leaving the class, securing equipment, and forming groups for instruction, practice, and activity. Skillful teacher most often develop and use routines to avoid repeated explanations of common tasks such as warm-ups, drills, and transitions from one activity to another. Using start and stop signals, whether it be a whistle, voice command, or musical instrument, is one procedure that needs to be developed early in the class meetings. If a teacher can't get students started or can't stop them once they've begun, he has little chance of maintaining order in the class.
Skillful teachers also have well-established procedures for opening and closing a class. For example, students should know where to go and what to do upon entering the learning environment. Some teachers use the opening procedures for students to complete warm-up routines, secure equipment, or practice previously learned activities. During these times, teachers may informally talk with students to gauge their level of energy, motivation, and understanding of class material or simply to learn more about the students. Procedures for closing the lesson normally involve putting equipment away, cooling down, and summarizing the key information learned in the lesson.
Taken from Teaching Sport and Physical Activity (Paul G. Schempp)
