Managing student participation and classroom efficiency can be challenging. To address this, I introduced a team-based structure with defined roles in small teams during health instruction. This approach made class time more active, helped things run like clockwork, and got students talking, collaborating, and having fun while building their health skills.
Setting It Up
The classroom was initially organized with clustered desks to facilitate small “team” interaction. Later, I transitioned to round tables to further encourage collaboration and communication. Teams consisted of up to four students. On the first day, students were given the freedom to choose their seats, fostering a sense of ownership and comfort within their teams
Daily Role Selection
To encourage participation and shared responsibility, students chose a specific team role each day. Each role was clearly defined and displayed in acrylic table sign holders. The roles included:
- Coach: Provides guidance and support. Ensures all members are involved and every voice is
heard. - Team Manager: Makes sure everyone has their equipment and instructional materials.
- Statistician: Takes notes for the team and reports out what the team discussed.
- Athletic Trainer: Provides help and give said. Reports to their teacher to help clarify instructions
for their team.
Benefits and Outcomes
- Increased Participation: Every student had a designated role, encouraging active involvement in group activities and discussions. No one could passively sit by.
- Efficient Material Distribution: The Team Manager handled materials, making distribution and clean-up quick and easy.
- Stronger Communication: The Coach helped team members stay connected, involved, and focused on their goals.
- Better Data Tracking: The Statistician kept records (using dry erase holders), summarized the team’s responses.
- Peer Support: The Athletic Trainer provided aid and assistance to teammates by helping with tasks and letting me know if any instructions needed to be clarified.
- Saved Time: With responsibilities shared, we spent less time on logistics and more time learning and having fun!
Incorporating team roles brought new energy and structure to my health classroom. It sparked active participation, improved classroom routines, and strengthened peer-to-peer relationships. Most importantly, it made lessons more fun, meaningful, and relevant for students. This strategy is flexible and can be adapted across subjects and grade levels to increase engagement and support effective classroom management.
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Pair this post with the following:
‘Sticky Learning’ Strategies by Dr. Kim Morton
Learner-Centered Approaches to Teaching PE by Jordan Manley
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