| GOLDEN NUGGETS |
|
Don't settle for the same exercise or warm up routine each day/week. Mix up the avenues to enrich and jump start the start of each class . Try the following ideas : | |
| 1. An exercise box in which a student leads a designated warm up |
| 2. One behind - chose a student to lead an exercise and the rest of the class starts the first exercise when the leader choses a new one. Try to see how many warm-ups can be done without an error or hesitation . |
| 3. Pin knockover - scatter 2-3 bowling pins throughout the area . Chose a students to name an exercise in which the rest of the class does with as many repetitions as possible . The leader must run and knock over all the pins. When done the students count how many reps were done as the next student tries to stand the pins back up. Try to beat the previous reps . Chose anew leader each time and a new warm up . |
| 4.TASK CARDS- place skills(5) or warm ups on each index card for the students to perform . Play upbeat music the entire time. After doing the five skills/warm-upd , the students exchange the card until a designated time limit |
| 5. ALPHABET WARM-UP : Give each student a task sheet with skills or warm-ups in alphabetical order.. Start each students with a different letter to be performed in order : |
| A Alligator crawl |
| B Bounce a ball off a wall three times |
| C Cat walk on a balance beam(low) |
| D Duck walk five steps |
| E Elephant walk five steps |
| F Frog jump ten jumps |
| G Gallop around the floor |
| H Hop on one foot ten times |
| I Inch worm five steps |
| J Jump on a long jump mat for distance three times |
| K Kangaroo hop five times |
| L Leap over all the traffic cones |
| M Mule kick on the mats two times |
| N Number of times of any exercise of your age |
| O On , off , over any line in the gym five times |
| P pass a ball off the wall three times |
| Q quiet in place for 5 seconds |
| R Run in place 25 times |
| S Sit ups 10 times |
| T Tip toe on any line in the gym for ten steps |
| U Use a racquet to hit a ball three times |
| V Vault on and off a "horse " vault or buck |
| W Walk to the PE teacher and say hello or shake hands |
| X X-Ercise hamstrings for 15 seconds |
| Y Yell out and then do five push ups |
| Z Zig-zag five times in any direction |
|
Take digital pictures of the students while doing skills or tasks ; protocol procedures or expected behaviors . Make the pics intio a slide show and use during parent conferences to highlight your curriculum . | |
|
Each month make a fitness calendar for the students to take home . Have their parents participate and sign the form upon completion for extra credit or special time in the gym . | |
|
Ask the nurse to give you extra bandages , cotton swabs , gloves and ice packs(mini-frig in office , too) to keep minor injuries in your area. In this way , they won't have to leave the gym and they are in your sight . | |
|
Make a sign out sheet to keep close to the exit door for the students who leave your class for emergencies , etc. Have them sign the time and where they are going . | |
|
For all students who are not participating make a sideline sheet from http://www.pecentral.org to keep them active and aware of what is being taught. For the younger students have crayons and markers handy to draw the activities . | |
|
Make assigned markers on the floor in shapes or "spots" to assure positions each week . | |
|
Always have an abundance of equipment nearby in safe and accessible areas. | |
|
There should be a piece of equipment or one for every two partners during skill practice sessions. | |
|
Avoid waiting in long lines to participate | |
|
Have a designated signal to stop and start the action( such as GIVE ME FIVE) | |
|
Work with classroom teachers and integrate lessons into the PE curriculum | |
|
Your best friend may be the custodian so don't alienate their help | |
|
Be aware of all the mass media such as cartoons , TV and movies to keep up with the modern trends to highlight new ideas with skills and games . | |
| XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX |
| Here are some ideas for additional equipment needs : |
|
||||||||||||||||||||||||
|
When chosing teams try this technique - match up partners in any designated order. Ask one partner to sit down and then the remaining standing partners are on one team and the sitting group is on the other team . | |
|
But , it is best to engage in small sided games for more activity . This will incorporate 2 on 2 , 3 on 3 or 4on 4 activities. | |
|
While playing in a lead up activity make sure to adapt the rules , change the size of the ball and the field for more variety . | |
|
More equipment ideas : | |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Use Sports Illustrated covers for a bulletin board but place the students face or body in place of the pro athlete . | |
|
Use the schools P.A. system for a P.E. word of the week or warm up to start the day | |
|
WORD WALL - each week place a skill or word on the bulletin board for a task , skill or accepted protocol for discipline | |
|
STORY/PICS : ahead of time cut out words and pictures from newspapers and magazines. For those students who aren't participating have them place the words and pictures and make a book of the activities in P.E. class . The book is just sheets of blank paper that are pasted with the tube/paste glue . | |
| Juggling for Success, is a classroom based behavior management program designed to be introduced, preferably at the beginning of the school year. It is: |
| - Easy to initiate and administer; |
| - Supportive of existing curriculum; |
| - Of low cost to the school; |
| - Based on the best in educational theory. |
| Best of all, Juggling for Success does not take time since it earns back minutes that are already being spent on behavior management |
| Introduction of the program in a classroom |
| On or near the first day of school the classroom teacher draws a small box in one corner of the blackboard, and says, "This is the box in which we will store our juggling minutes. Every check is a minute. I might put a check in this box if everyone is well behaved all morning, or if everyone turns in their homework on time, or if you walk to the library and back quietly, or if the cafeteria lady tells me you were really great kids, or just because I like you. You never know how a check might get into the box. It will always be a surprise. I’ll never put one in if you ask for one." |
| "Once there are a few checks in the box, you get to decide when to spend them. Part way through the day I might feel you need a juggling break and I’ll call for a show of hands to see if you want to spend some of your juggling minutes. Then we’ll vote, and the majority rules. How you earn and spend your juggling minutes is up to you as a group." |
| "Whenever time is up and the juggling break is over, just put your desk bags away quickly and we’ll get back to work. You might even earn a juggling minute for taking a great juggling break, and getting back to work quickly." |
| "You keep your own personal juggling scarves in your desk bag. We’ll keep a chart on the wall to record our progress. Once you are a scarf Master Juggler you can put beanbags in your desk bag. When you become a Ball or Beanbag Master Juggler you get to help evaluate and promote the other students." |
| The levels of juggling and program administration - In each participating classroom a strip of black construction paper is put up on a wall. Every student’s name goes up on that chart on their own colorful "post-it" at an appropriate level, and moves up the chart based on juggling progress. |
| This chart is replicated at a much larger scale out in the hallway or in the cafeteria. It needs to be put in a very public place to make the program work. |
| Cooperative Learning Component |
| Only a classroom teacher may advance a student's token up the chart, although the training and testing can be done by Ball Master Jugglers, or above, who may be permitted to train, test and advance others up the chart. Once your name has moved up the chart students may even get to help students in other classrooms go up the chart. By becoming teachers, students learn a great deal more than they would if they simply learn the skills. |
| Every time a student moves up the chart, his or her name is read off during morning announcements. If announcements are televised, those who do exceptionally with juggling can "be on TV" in the morning for their fifteen seconds of fame. |
| Standards of excellence |
| To become a Cascade Juggler with any item you only need to complete 25 throws and catches with the item. However to be a Master Juggler you need to complete the following: |
| <sum> 10 Throws and catches in cascade |
| <sum> 10 Throws and catches in columns |
| <sum> 10 Throws and catches in cascade |
| <sum> 10 Throws and catches in reverse cascade <sum> 10 Throws and catches in cascade |
| <sum> 10 Throws and catches with two in one hand <sum> 10 Throws and catches in cascade |
| <sum> 10 Throws and catches with two in the other hand <sum> 10 Throws and catches in cascade |
| For a total of 90 throws and catches without stopping or dropping. |
| Once a student is a Ball Master Juggler they must memorize (and abide by) the Master Jugglers’ Pledge which goes as follows: |
| "A Master Juggler is courteous and polite at all times. We care, we share, and we believe in ourselves. We are always willing to help others improve their juggling ability. We never intentionally make someone miss or mess up their juggling pattern. We take pride in our |
| accomplishments knowing it took listening to others hard work and effort to achieve our goals. Last but not least a master juggler has fun." |
| Why juggling? Scarf juggling and juggling with soft and safe beanbags is not only classroom safe, it reinforces academics in three ways. First, students are tracking and crossing the midline, which reinforces the skill sets used in reading. Second, they are improving gross and fine motor skills which help them in handwriting. Third, they are working on sequential learning which is the basis for math and science. |
| Juggling levels the playing field. Girls and boys can be equally successful and children with a great deal of outside athletics, like youth soccer, may not do any better than a latch key child who gets no out of school exercise. Height, weight and build are not factors in learning these skills. |
| Also juggling is great for helping students with concentration, focus, self-esteem, stage presence, tossing and catching ability, patience and persistence, and imagination and higher order thinking skills. |
| Anticipated Results |
| Teachers often find that their formerly most disruptive students, usually their physically active learners, become the monitors for the class, and help everyone else stay well behaved. It’s these kinesthetic kids who really want (and need) physical activity breaks. Earning Juggling Minutes becomes a game. The students are "training" the teacher to put checks in the box by their good behavior, just as much as the teacher is "training" the students to be focused and diligent and well-behaved and responsible. It becomes a goal of the students to be so good that they earn more minutes every day. Behavior is the responsibility of the students, taking away from the teacher her most time-consuming and difficult task, handling classroom disruptions. |
| Juggling Instruction |
| The teacher does not have to even know how to juggle. The Jugglebug video series gives all the information that is needed to progress, and students will be their own best teachers, just as they instruct one another in other skill toys like the yo-yo. Physical Educators can initiate this program school-wide, within a few days, by having the teachers come to the gym with their students at PE time and helping the teachers learn to juggle scarves and to run the program right along with their pupils. Ask your PE teacher about scarf juggling. If they don't know what you are talking about, or if they don't know how to start such a program, or if you con't have a PE teacher, get in touch with me personally and I'll help you to get started. |
| <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< |
| Establish a routine or protocol for those students who are absent from the class and unable to particpate. Make an on the sideline sheet with information that pertains to the task the rest of the students are doing. have those persons be a sports writer and/ or answer a questionnaire to conincide with the skills or activities for that class period. Examples may be obtianed from PE CENTRAL at http://www.pecentral.org |
| >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>. |
| It is alot easier for class management to keep the students in arranged areas with skills in coninciding formations. That is , if the activity calls for a circle formation don't keep changing the ways to form the group . Don't go from a circle to aline , then square and back to a circle. This causes too much confusion. The best scenario would be to have the appropriate lines pre -made on the floor to keep the flow of the class moving . This would also help if there are designs on the floor for the beginning class protocol . It may be tape or chalk so that each student knows theirt position and it s easier to control the class without too much wasted time. |
| >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> |
| Post rules on the bulletin board for all to view - keep the rules simple |
| Make sure to use proximity for troubled studnets - maintain fairness |
| Use body language instead of corporol punishment |
| Change your voice inflection to get attention |
| Have the ability to change the lesson plan to include up to date and everyday life... |
| Use paper and pencil tests for assessments = great P.R. |