Miss Dakota LaMaack

Gym Management Plan

Rudolph Dreikurs addresses that when basic needs are not met, students may direct their
behavior toward different goals; what Dreikurs calls the four mistaken goals of attention
seeking, power seeking, revenge seeking, and avoidance of failure. These mistaken goals
occur, like a domino effect, when the preceding goal fails. If the mistaken goals are not met,
students may experience withdrawal from the classroom and fall into a disruptive
behavior. In order to avert this outcome, we will foster a democratic classroom where
students may feel a sense of belonging and develop self-worth rather than self-denial. Our
curriculum will be challenging and engaging as it fights to stomp out negative behavior by
having multiple mental breaks where the class stands up and stretches for a few seconds.
Driekurs concepts will help us to create the framework to building a safe classroom
environment where students are encouraged to take healthy risks and engage in higher-order
thinking; in a sense, to be able to express and think for themselves.
Diversity is one of the things that make individuals unique and special. Every student has
a different story and background and it is crucial that we make a safe environment for all to
learn. We want to create an environment with positive, abundant student-teacher
relationships. We want to create an environment where students are not and do not feel that
they are being treated unfairly. We will not label students or assume their academic ability
on the way they act or look. We absolutely believe in keeping a safe environment where putdowns and name calling is not allowedthis falls under respect. If we can have respect for
our students as well as having them respect each other, we believe this leads to a safe
environment where learning can take place. A diverse setting should not lead into an
uncomfortable learning environment where communication is not happening (Colin
Haysman). We feel this is where behavior problems could arise. We want to create an
environment where "teachers accept students as individuals with unique and cultural
difference; to respect, relate and like them; to listen and communicate openly; and understand
and honor their family, culture, language, and race" (Sheets and Gay, 1996). We believe to
succeed in having a classroom like this it is necessary to create an environment where we can
weave the curriculum into our students different lives and experiences. We want them to be
able to share these experiences and relate them to the health content we will be discussing.
As for students with disabilities, we will use pairing/partners and also group teaching to keep
them involved with the content. Working in pairs can provide the initial steps towards
working in a group. This will help them to stay on task and learn more with help from others.
Working in a group with the teacher can result in a rise in concentration and provides real life
opportunities for pupils to learn to work with others over time and through actual experience
an important life skill. Celebrating students differences and learning from each other is a
major plus of a diverse classroom.
Ability grouping will be as fair as possible. We will use an app on our iPad that will
determine teams as objectively as possible. This could ensure that our teams are even as far

Miss Dakota LaMaack

as ability and skill level are concerned. If the teams come out to not be even, the instructor
will move a few students around to make sure each team is successful with the days
activities. We will have squad lines each week to switch up teams as well. These squads will
be predetermined prior to class time and displayed on the whiteboard. This will cut down on
time wasted on creating teams during class. We expect our students to be respectful of one
another while in their teams regardless of ability level or content knowledge. Each team will
be expected to be respectful of every other team in class as well. This will help reinforce our
belief of keeping our gym as positive as possible.
We believe that in a democratic classroom the teacher must give up the old school,
authority figure and start to facilitate the classroom in a secure and accepting manner that
realizes the potential in every student. The classroom is a place that must take consideration
of the opinions of all students, no matter what their race, gender, sexuality, or socioeconomic
status is, and negotiation on best solutions to problems that may arise. Regardless of the
backgrounds of students, we are here for one main goal: the gain of knowledge and how to
put that knowledge into action. Just like a democratic society all ideas and beliefs must be
taken in consideration when decisions are made. The students and the instructors will jointly
take part in a group activity to create rules for governing class behavior and will tie those
rules to logical consequences of violation. The classroom rules will then be posted in the
classroom and each student will receive a final copy. In class we will then role play the
appropriate ways to follow the rules and also give an appropriate example of ways the rules
could be broken. Our classroom management plan will be sent home so that parents and
students can read and sign the acknowledgement forms and return them during the next class
meeting. This take-home activity will ensure that parents and/or guardians know whats
expected of their children during our class time.
We want our students to know it is okay to make mistakes and take risks in the
classroom. We want to encourage our students by giving them specific feedback on an
assignment. We dont want them to become dependent solely on praise, but benefit from
encouragement. We want them to be successful learners and teach them how to receive
positive, constructive criticism. As Dreikurs (Hitz, Driscol) states, "Encouragement, refers to
a positive acknowledgment response that focuses on student efforts of specific attributes or
work completedUnlike praise, encouragement does not place judgment on student work or
give information regarding its value or implications of student status. We want to focus on
improvement and effort, not just a final product.
To divert misbehavior, we have adopted the Full Value Contract in our gym (NMMI, Eric
Evertson). This contract makes the students accountable for their actions in the gym. It
combines a few ideas about student behavior while working with other students. Its
components include being not only physically present, but also mentally present by
participating in all activities and discussions. Another part is being safe; its always
important that students use appropriate language and express emotions responsibly to ensure

Miss Dakota LaMaack

a safe learning environment. Another component includes being honest by completing your
homework on your own and admit fault in wrong-doing. Next, is letting go and moving on;
agree to disagree when gym disputes occur and get back to learning. Lastly, setting
individual and class goals will help guide us to a year full of accomplishments and fun.
If students choose to not follow the Full Value Contract and are being disrespectful of
others in the gym, a hierarchy of discipline is in place to handle student disruptions. For the
first offense, students will receive a verbal warning, have to read the contract, and evaluate
which part of the contract they violated, then join the activity again. If a second offense
occurs, a during lunch or after school meeting with either Miss Huss or Miss LaMaack will
be scheduled. If that does not change the behavior, there will be another meeting and a call
home. If that still does not correct anything, the student will have a meeting with the
principal. We want to correct the behavior in the least invasive way possible.
Instead of focusing solely on the misbehavior in the classroom, we want to focus on the
good behavior and attitudes in my classroom. We will have the students fill out postcards at
the beginning of the year with their name and address on them. We will use these postcards
throughout the year to send positive feedback to the parents at home every month. We want
to acknowledge and encourage good behavior and academic success in my classroom. We
think that letting parents know at home is another way to involve parents in the classroom as
well as reinforce good behavior and learning by the students. We will make sure that positive
post cards home will be given out for all students no matter how big or how small the
accomplishment. We think parents would appreciate positive phone calls home and it also
sets up a dialogue between parents and teachers.
Students will learn our gym routines within the first few weeks or so. They will
understand how much time they have to get dressed for class and know how they are
supposed to act while we begin class. Students will enter the lockers and have five minutes
to change for class. Students are expected to use the bathroom before class as to not take
away from the days learning activities. After dressing for activity, students will enter the
gym and wait for the rest of the class to get ready. During this time, students are free to use
any of the equipment we have out for the day. If equipment is broken, the students will be
expected to tell either instructor so that it can either be fixed or thrown out. Safety is our
number one priority in the gym. When we give our verbal cue of Freeze! the students will
put the equipment back in the designated area and find their assigned spot on the gym floor.
There, students will wait for their name to be called for attendance. Our Freeze! cue will
be used in class daily to transition from one activity to another. A whistle may also be used if
we are active in an activity that involves a lot of noise. There will be a time for all students
to get a drink in the middle of the class period. Depending on the days activities, the drink
break time is scheduled to vary from day to day.

Miss Dakota LaMaack

The students will be graded mainly on their active time in class (60%), homework will be
worth 10%, and quizzes/exams will be worth the last 30% of their grade. The students will
be expected to reach 15 minutes of active time, which will be measured by pedometers
individual target for entire class throughout the 40 minute class period. According to
Harvard School of Public Health, children and adolescents should exercise for a minimum of
an hour a day, spending most of that hour in moderate intensity aerobic activities (2015).
The students will be in PE class for 40 minutes, 15 of that being high intensity for them to
reach their active time. It only requires them be a minimum of an hour activeness; however,
more than an hour is great. The more active a student is, and the more they can get their
heart rate to go up, the more likely they will healthier. There is a rubric we will be using for
active time Excel: 4 Student is above their target active time (20 minutes), Target: 3
Students active time is 15 19:59 minutes, Developing: 2 Students active time is 10
14:59 minutes, Minimal Effort: 1 Students active time is 5 9:59 minutes, Not Applicable:
0 Student is either not there (if unexcused absence), does not participate, or has an active
time of 4:59 minutes or less. The exams will always be given at the end of each unit.
The safety of our students is our number priority. A safe learning environment will help
students to feel comfortable in whatever activities we are engaging in throughout the school
year. Listed below you will find our safety procedures that we will use if an emergency were
to arise.
In case of a tornado, if indoors, the students will line-up and walk to either the basement
of the school or the locker rooms. When inside the locker rooms, the students may go into
the shower stalls if available. If we are outdoors for the day, we teachers will get the students
into the ditches, or any low part we can find. You never know when a fire may occur, so we
have to be on our toes. We will line up to and walk to the nearest exit, and walk across the
street. We teachers will have our gradebook, so we will take attendance as soon as we get
across the street. In order for us to do this, the students will stay in a single file line to make
it easier. Many injuries can occur during physical activity. We have two different codes for
injuries. Code Blue is for any kind of injury; however, not including blood. We will have all
other students line up on a designated line away from the injured student. We will then have
one designated student go get the school nurse if needed. Code Red will be called out if
there is any blood involved. Code Red is somewhat similar to Code Blue; however, there
will be no students handling injured student without gloves on. We will immediately move
all other students away from injured student to a certain line in the gym, and designate one
student to go get nurse, and another to get the first aid kit. In todays society, we need to
practice a lockdown. In a gym, there isnt many areas we could go, except bleachers and the
locker room. We will split up the boys and girls and have them go to their own locker rooms.

Resources:

Miss Dakota LaMaack

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http://people.umass.edu/~afeldman/beingnewteacher/sampleplan.html Developed by
Instructor: Colin Haysman, Stanford University
http://files.eric.ed.gov/fulltext/ED313108.pdf Developed by Randy Hitz and Amy Driscol
http://web.calstatela.edu/faculty/jshindl/cm/HerbertOrtizCMP10.htm Developed by
Instructor: Herbert Ortiz
http://diversityintheclass.blogspot.com/2011_08_01_archive.html Developed by Instructor:
Michael Smith
https://www.nmmi.edu/academics/leadership/documents/FullValueActivities.pdf NMMI, Eric
Evertson