Curriculum and Classroom Management

1. Student Volunteer Training
Part 2: Curriculum
GOAL University

2. Outline of Presentation
• Curriculum
– Nutrition
– Physical Activity
– Teaching Practice
– Setting Goals Role Play
• Classroom Management
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3. Weekly Lesson Outline
• Schedule
• Overview
• Objectives
• Materials
• Curriculum
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4. • Day 1
– Introduction to the program/Student books
– Evaluations
– MyPlate introduction and matching
– Exercise House (Types of Exercise)
• Day 2
– Whole Grains
– Review of Exercise House
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Week 1

5. MyPlate
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6. Exercise House
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7. • Day 1
– Fruits and Vegetables
– Benefits of Physical Activity
• Day 2
– Fruits and Vegetables (Rainbow)
– Reducing Screen Time
Week 2

8. • Day 1
– Healthy Drink Choices
• Sugar Demonstration
– Pedometers
• Day 2
– Go, Slow, and Whoa Drinks
– Team and Organized Sports
Week 3

9. Go, Slow, Whoa Drinks
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10. • Day 1
– Dairy and Calcium
• Calcium Jars
– Group Exercise
• Alternative Lesson
• Day 2
– Choosing Low-Fat Dairy
– Rate of Perceived Exertion (RPE) Scale
Week 4

11. RPE Scale
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12. • Day 1
– Protein
– Muscles of the Body
• Resistance Band Activities
• Day 2
– Combined lesson
– Games to review protein and muscles
Week 5

13. • Day 1
– Eating a Healthy Breakfast
– Jump Ropes
• Day 2
– Review
– Evaluations
– Grocery Relay wrap-up
– Diplomas and Prizes
Week 6

14. Teaching Practice
• Let’s practice reviewing and teaching a session
• Team 1: Introduction to MyPlate
• Team 2: Whole Grains
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15. Setting Goals
• Role Play
• Example GOAL:
Drink at least 5 cups of water every day
this
week.
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16. Students with Disabilities
• G.O.A.L. Standard Policies/Procedures
1. The staff must be fully capable of identifying, assessing,
and making reasonable adjustments to include disabled
children in all aspects of G.O.A.L. and prevent
discrimination against such participants.
2. In order to provide an equivalent degree of challenge
amongst everyone, activities may be adapted to
accommodate the abilities of each child. Modifications can
be made to the rules, space, equipment, position, or speed
of the activity.
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17. Students with Disabilities
3. The staff will ensure instructions are clear and
understood by each child prior to an activity. Instructions
may be orally given, or printed out in large lettering to be
visually interpreted. G.O.A.L. instructors can also give a
demonstration to show how the game is played.
4. G.O.A.L. will maintain an inclusive learning
environment by providing a safe, secure, and welcoming
setting for youth with or without disabilities.
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18. Students with Disabilities
• Ask about students with special needs at your site visit
• Defer to site coordinator and staff members
• Be respectful and flexible
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19. Important Points to Remember
• Preparation!
– Review the lessons each week beforehand
– Prepare activities/games before you begin the
session
• Do what works for your group
– Focus on objectives
– Don’t stress about covering everything
– Keep them active
– Don’t be afraid to try something new!
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20. Classroom Management
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21. Classroom Management
• An Effective Classroom Management Context
(Dr. Robert Kizlik)
1.Know what you want and what you don't want.
2.Show and tell your students what you want.
3.When you get what you want, acknowledge it.
4.When you get something else, act quickly and
appropriately.

22. Setting Expectations
• Check with site coordinator for their current
rules and classroom control systems (i.e. clap if
you can hear me)

23. Setting Expectations
• Set expectations early
• A small number of general rules that emphasize
appropriate behavior may be helpful.
– Do not develop classroom rules you are unwilling
to enforce
– Do not develop classroom rules that are too
difficult to enforce
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24. Examples of expectations
• Eyes and ears: When the teacher is talking
the class should be listening and watching
• Raise your hand: If a question is asked, then
raise your hand and wait to be called on to
answer
• Respect: One person speaking at a time,
listen to others before responding
• Questions at the end: Have the students
wait until the end of the section to ask
questions. This can limit distractions.

25. Keys to classroom behavior control
• Consistency
– Be consistent in your feedback and praise or
acknowledgement
• Timely
– Act immediately when the act is seen or heard
• Be Engaging
– Know the curriculum and know your population
• Lean on your team
• Assistance from the site coordinator
• Brain Breaks

26. • Brain Breaks are simple 1-2 minute mind and body challenges.
They are excellent for regaining focus in a meeting or a class.
Your students or audience will love you for them.
• SPORTS GALORE
Teacher calls out the following sports skills to mimic for 10-15 seconds:
– Dribbling and shooting a basketball
– Batting a baseball
– Serving a tennis ball
– Downhill skiing
– Spiking a volleyball
– Swinging a golf club
– Throwing a football
– Shooting a hockey puck
– Swimming underwater
– Fielding a ground ball and throwing it to first base
– Dunking a basketball
Brain Breaks

27. Managing Inappropriate Behavior
• Not every display of misconduct is a crisis. Simple
measures can be taken.
• Act to stop inappropriate behavior so as not to
interrupt the instructional activity or to call
excessive attention to the student by practicing the
following strategies:
– Moving close to the offending student or
students, making eye contact and giving a
nonverbal signal to stop the offensive behavior
– Calling a student's name or giving a short verbal
instruction to stop behavior
– Lean on your team

28. Managing Inappropriate Behavior
• Redirecting the student
– State what the student should be doing; cite the
applicable procedure or rule.
– “Please, look at the muscle skeleton and read the first
name with me, I need to see everyone's eyes looking
here”
• Role of the site coordinator and staff

29. Additional Resources
• Behavior Management
https://www.teachingchannel.org/videos/new-
teacher-classroom-management
http://www.adprima.com/managing.htm
• Additional Brain Break Ideas
http://brainbreaks.blogspot.com/
http://www.pecentral.org/

30. Moving Forward
• Fill out background check form online
• Contact Site Coordinator to confirm site visit
(next week)
• Review Week 1 curriculum and discuss with
team your outline and plan
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31. Thank you!
Cheryl Jordan
cjordan12@iuhealth.org
812-353-5767
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