In P.E. this makes me think of having a "jail" in games. I have many students who have parents, family members, friends, neighbors who are in or have gone to jail. Instead of calling a space where students are out (for a short time) jail, I like to call it things like "the dungeon" or "the dugout".

At the Elementary level when I play "Fishes & Whales" I used to have the boys be the "whales" and the girls be the "fish". My first year teaching I had a biologcially female student who seemed a little upset during the game. I noticed, and went up to them quietly and asked what was wrong. I was not expecting the answer she gave me. In similar words she expressed "I am forced to be a fish in this game, but I am not a fish. I am a whale." I liked to think that I was very socially aware and accepting however, I never thought that this simple game would make students feel isolated/not their true selves. I immediately apologized to the student, and thanked them for sharing their concern for me. I even went ahead and asked what their pronouns were, and we discussed that I will let them run with the "whales" if that is what they'd prefer. We quickly addressed the class before the next game, and the students were all really kind and understanding (thankfully!). From now on, I split up the class into jerseys and non-jerseys (not gender related). Jerseys are "fish" and non-jerseys are "whales". This was a super easy change to make to ensure that all students in my class are comfortable and feel like the gym is a safe space for them.

This can be very challenging, especially at lower income schools where most parents are not very involved in their students education. Some parents simply do not have the luxury, due to having to work multiple jobs to provide for their families, while others simply do not see the benefit of their child's education. My current school is very low socio-economically. We really struggle with parent/family involvement and support. We are also not allowed to send any "homework" home with students. All "homework" is essentially extra practice that is either done in the classroom or optional.

I teach at the Elementary level and have always wanted to try this. However, I struggle with the idea of trying to maintain all classes expectations. I can see how having student voice and input is great for their sense of belonging, but it is easier for me to set clear, concise expectations for all classes. This means each class is held to the same standard and expectations. I try to keep the expectations pretty simple, and I take a lot of time at the beginning of the year teaching and re-enforcing them. A compromise that I do, is that I have a PE Point system. Students are working together as a class, trying to earn up to 5 points a day, with the goal of earning 40. Once the class earns 40 points they can pick a game to play as a class for their next PE class. Students receive points by: coming in quietly, listening and following directions, having good sportsmanship, wearing appropriate shoes and leaving quietly. At the end of each class, students vote on how they think the class did by showing me a thumbs up, thumb sideways, or thumbs down. I go off the majority vote. Students do a really good job of being honest about their behavior and it has been a great motivator! Once, they earn 40 points, the process starts over. I will continue the PE Points system all year.